Prep

Why are the Creative Arts such an integral part of the school curriculum at MHV?

Art at MHV aims to give every child the opportunity to access a wide range of techniques and processes. As they move through the school, each student will develop their own individual style and will gradually build upon their strengths. This is reflected in the curriculum from mark making in Year 2 through to the expression of ‘Identity’ in Year 8.

The subject creates opportunities which challenge the child to think beyond the classroom, help them to solve issues, build confidence and promote resilience. They will begin to see the world around them from a different perspective.

As a pupil’s confidence grows, so does their ability to reflect on their own progress. Both independent learning and group work are encouraged, whether in the classroom or outside in the school grounds for ‘en plein air’ investigations.

Freedom of expression is encouraged, combined with a strong academic foundation of the visual elements of line, tone, colour, space, form and texture. MHV artists communicate their ideas through initial sketches and plans, through to a final piece. On the way, they are encouraged to speak like an artist and to use vocabulary which is subject specific. As each pupil develops as an artist themselves, they will also develop a deeper understanding of Art created by contemporary and historical artisans from a variety of cultural backgrounds. This is reinforced by visits to galleries, museums, and occasional visits to school by practising professionals.

All artists are asked to consider the responsible use of materials and to think about sustainability, both in class and during after school activities. After school art clubs allow pupils the time to experiment and to extend their skills. If an individual wishes to take the scholarship route, they are encouraged to attend clubs and work independently beyond the classroom. Ultimately, assembling a confident body of work which will see them through to interview at their chosen senior school.

So why are the Creative Arts an integral part of the school curriculum at MHV? The answer is, there is a lot more to Art than meets the eye.

Tracey Konyu, Head of Art

DT is an exciting and vibrant area of learning, where we ensure projects and learning opportunities capture the imagination.

The Design Technology Rooms (Carpentry specialism) are situated next to the Art Room, creating an exciting hub of activity. It encourages the pupils to respond creatively to all that is around them and to express themselves through a wide variety of design projects.

The pupils are encouraged to 'think like an engineer', patiently considering their initial design and showing reflection and resilience when these designs may need further adaption.

Rob Mathers, DT

Drama is a highly engaging and practical subject that allows pupils to develop a wide range of skills that not only help them to be successful performers but also more confident and resilient learners. 

Our Drama department aims to nurture creativity and confidence through diverse activities, encouraging pupils to think, explore, and respond to new scenarios. By working collaboratively, pupils develop vital transferable skills, including empathy, resilience, and teamwork, equipping them for success both in and beyond the classroom. 

Pupils from Years 4-8 study Drama as part of the curriculum having timetabled lessons with a specialist teacher each week. They explore numerous dramatic techniques such as physical theatre, mime, voice, and mask work and also develop skills in script analysis, line-learning and character development during preparations for performance. Cross-curricular links are made with other departments of the school; many of the topics selected within drama lessons, for instance, support the work of the English Department. 

There are several full productions staged each year so that all children have the opportunity to perform in costume, on stage and before an audience in our purpose-built theatre complete with 270 raked seats, an audio canopy, sound system and lighting box, green room and wings. Recent productions include 'Cinders', 'Dracula', 'Bright Young Things', 'The Tempest' and 'Macbeth'. 

As they progress through the school, pupils can engage with technical and backstage roles, including lighting, costume design, props and stage management. Gifted and Talented Drama pupils are encouraged to become Drama Scholars, developing their dramatic skills further to an advanced level preparing them for scholarships awards at future schools. 

Enrichment is at the core of our offering, with LAMDA lessons, workshops and clubs running on a regular basis.  We have a proven track record of excellence with our LAMDA lessons - many of our children follow the LAMDA exam course, either individually or in groups, with our specialist teachers. In these lessons, children are taught to communicate thoughts and feelings with precision, power and interest through clear and specific exercises which enhance clarity of diction and develop expressive vocal skills.

Gail Brundle, Head of Drama

At Marlborough House Vinehall, the English Department is dedicated to developing articulate, confident, and thoughtful communicators—both in speech and in writing. We aim to foster creative and critical thinking through a wide range of learning experiences that develop pupils’ skills in speaking, listening, reading, and writing.

Our approach combines dynamic and engaging teaching methods with rich and stimulating units of work and class texts. These are carefully chosen to ignite imagination, deepen understanding, and support academic achievement. Through exposure to diverse voices and perspectives, pupils are encouraged to develop empathy and insight into the experiences of others.

To enhance speaking and listening skills, we provide a broad array of opportunities for pupils to express themselves and engage with others. These include group and class reading sessions, poetry recitals, drama activities, debates, and formal presentations—each designed to build confidence and communication skills in a supportive environment.

Reading is central to our English curriculum. We nurture fluent, thoughtful readers who not only understand and interpret texts, but also take pleasure in them. A variety of evidence-based strategies support early reading success, while regular group and class reading sessions throughout the Prep School maintain a strong emphasis on reading development. We promote a vibrant reading culture across the school, ensuring that reading is both valued and embedded in daily life.

Writing instruction focuses on enabling pupils to express themselves effectively—whether sharing personal experiences, writing creatively, or conveying information and opinions. Children have regular opportunities to participate in creative writing, including our annual Prep School Creative Writing Competition and the popular article writing competition hosted by The King’s School, Canterbury. To further inspire our young writers, we also welcome visiting authors and run writing workshops throughout the year.

Through a carefully planned and inspiring curriculum, the English Department ensures that every child is given the tools, opportunities, and encouragement to thrive as a communicator and thinker.

Rebecca Henderson, Head of English

Throughout the school, from Reception to Year 8, our themes broadly fall under the headings of Geography and History, with the emphasis on providing pupils with a sense of place and a sense of purpose. We want pupils’ understanding of contemporary issues to be informed by a coherent narrative that will enable them to appreciate both their place in an ongoing story and the responsibilities they have when it comes to writing the next chapters.

Developing independent study skills is an integral part of Humanities lessons in Years 7 and 8, and at the end of Year 8, the pupils complete the ISEB Project Qualification. This qualification requires the pupils to come up with their own research question and then answer that question, applying the research skills and critical thinking skills they have developed during their final years at Marlborough House Vinehall.

The geography curriculum at Marlborough House Vinehall is exciting, bold and innovative.  We put equal emphasis on the physical, human and environmental strands of the subject, with a core aim of producing learners who are fascinated by the world around them.

Whether building hurricane shelters when learning about extreme weather or creating erosion simulations when learning about coastlines, geography is packed full of cross-curricular links with English, maths, science, history, art and DT that make the subject relevant and engaging.

In geography, there is always scope to take the learning outside the classroom and what better place to do this than in the grounds of MHV.  Think scavenger hunts to learn about bearings, making model river channels on the slopes, or treasure digging to learn about 6-figure grid references.

James Thain, Deputy Head Academic

ICT at Marlborough House Vinehall is taught as a discrete subject, but it is also a key component to most curriculum subjects. 

As computer technology continues to develop at a rapid pace, it is important that our curriculum and provision keeps up with it.  Therefore, the ICT curriculum is dynamic and ever-changing, ensuring the best possible preparation for your child’s future.

Making sure that children have a firm grasp of the basics, such as MS Office 365 and Internet skills, we will then explore the worlds of coding, web-site design, multimedia and more.  Whilst exploring the many opportunities of ICT, our pupils’ safety is paramount and e-Safety skills will be taught in each year group’s lessons.

 ICT at Marlborough House Vinehall may be a constantly evolving subject, but the core principles of the lessons – being fun, challenging and tailored to each child’s strengths and interests - are here to stay.

David Priddin, ICT

In the old days one just had to learn lots of things and repeat them as required. However, rather than anyone now just learning things for their own sake – in an unconnected, abstract way which is really only for the more able learner – I have found it more effective for everybody if pupils understand what the point and connections of a given task or subject are. In short, why do they have to learn Latin?

The American educationalist B.F. Skinner defined education as what remains when what has been learned has been forgotten. Although there is little 'use' for any subject per se – and Latin stands close in the firing line for being 'dead' – that just does not matter. With the emphasis so much now on transferable skills, there are few faculties in a pupil which this subject does not seek to stimulate; nor can a pupil progress in this subject without applying those faculties, either. There are links to all the other subjects, too, so there must be something for everyone, surely! The obvious linguistic links to the Romance languages, the breadth of the humanities, the observation and interpretation of scientific data, the logical observations and conclusions reached from following any set of rules, and, above all, memory, must combine as a force for educational good. But the challenge is that it is not served up on a plate. But with a modicum of focus, effort and rigour, much can be achieved and enjoyed. And, it is so rewarding to see the children make those links for themselves, too.

With fewer senior schools demanding Latin, however, there is less inherent pressure on the pupil: they are less and less studying it 'for' anything. On the one hand that could be a bad thing in terms of motivation; on the other hand, a good thing, if a subject can be studied for its own worth, links and skills. Many parents have said how they wished they had this opportunity! With the impact and necessity of CE on the wane, too, who knows what is in store? That is less important than the vitality, benefit and rock-like relevance of Classics in this rapidly changing and transitory world. What I do know and firmly believe in is the educational challenge, efficacy and value of this incredible subject.

Kate Wood, Latin

At Marlborough House Vinehall, mathematics is more than a subject — it is a journey of discovery, intellectual curiosity, and confident exploration. Through a rich, mastery-based curriculum, our pupils are encouraged to uncover the patterns, puzzles and possibilities that make maths both fascinating and fundamental to everyday life.

Across the age ranges, topics are taught at a level that challenges every learner — from the curious beginner to the most able mathematician. Lessons are designed not simply to deliver content, but to inspire and excite. Children learn by doing, discussing, testing ideas and thinking independently. Through investigative problem-solving and real-world applications, they develop deep understanding, fluency, and the courage to take risks in their learning.

In the Prep School, our mastery approach places emphasis on using visual models and practical exploration to secure core concepts. Many lessons allow children to work collaboratively on rich, open-ended problems, building resilience, fostering original thinking, and promoting teamwork. Class discussions are dynamic and reflective, with pupils encouraged to explain, justify and evaluate ideas. They don’t just absorb mathematics — they make it their own.

We are ambitious for every learner. The most able pupils are prepared for advanced exams and partake in local and national competitions. Our aim is clear: to develop mathematicians who are not only skilled and knowledgeable, but who see mathematics as a powerful tool for understanding the world and expressing ideas.

Mathematics here is bold, meaningful, and above all, alive.

Samantha Goldsmith, Head of Maths

Creativity and a sense of global citizenship are awakened and nurtured. Being able to speak and understand another language is a passport to other cultures and experiences and offers opportunities for fulfilling travel and lasting friendships.

The aim of the Modern Languages Department is to promote an appreciation of other languages and cultures, an improvement in literacy and communication skills and a passion for language learning. The effectiveness of traditional methods is recognised and respected, with the expectation of regular vocabulary and grammar learning, but we also appreciate that children learn in different ways, and we introduce new strategies and resources to ensure that our children are engaged and excited by their language learning. Lessons are energetic, purposeful and fun, making use of a range of materials and methods, including video clips, catchy action songs, classroom games and role-plays. We encourage children to grow in confidence, as they develop strategies towards independent language learning and communication.

From a very young age, our children become used to hearing a foreign language through songs, games and rhymes. They begin to understand that English is not the only means of communication. They are encouraged to listen, repeat and join in the fun.

French is the core language from Kindergarten to Year 8. From Year 6, children opt between Latin or Spanish, while continuing to study French, taking both languages to Common Entrance in Year 8. This combination builds a strong foundation for future study in these and other languages.

Not only do pupils learn the basics of each language, but also the culture of French and Spanish speaking countries as well as the way of life during the Roman Empire. We aim to offer overseas trips and links such as writing to pen-friends, and club activities with international activities.

Learning a language can help you in so many ways…

...it reaffirms the values of risk taking, perseverance and empathy

…it brings enjoyment through learning and discovering

…it helps you with learning other subjects and understanding your own language better

...if you like cinema and literature, it opens up so many more opportunities

...it is useful when travelling abroad or when applying for jobs in the future

Acorn Clayton, Head of MFL

Here at MHV, we believe that music should be inclusive, joyful, engaging, and fun. Our music programme is designed to spark curiosity, build confidence, and help students discover the excitement of making music—whether it's their first time singing a note or their hundredth time playing on stage. Class music lessons are anything but boring. Pupils explore rhythm, melody, and movement through playful, hands-on lessons that blend creativity with foundational skills. From singing games in the early years to forming bands and composing higher up the school, music lessons provide a space where students are encouraged to experiment, express themselves, and have a blast.

Throughout the year, students have plenty of opportunities to share their music with others—whether it’s in a lively classroom sing-along, a concert, or a musical production. These performances are a chance for students to celebrate their progress and experience the thrill of being on stage, all while having a great time with their peers. From ukuleles and recorders to percussion, piano, and voice, students get to try a wide variety of instruments and styles. We make sure every child has the chance to explore and enjoy music in a way that suits their personality and interests. Our curriculum is forever changing to suit the needs of each particular year-group. For those who want to dive deeper, we offer individual lessons with friendly, experienced teachers who focus on making learning both rewarding and enjoyable. It’s all about growth—at your own pace, with lots of encouragement and smiles along the way.

Music brings people together. It boosts confidence, builds friendships, and creates memories that last a lifetime. At MHV, we make music education meaningful by making it fun—because we know that when students love what they’re doing, they learn more and shine brighter.

Izzy McEwan, Head of Music

Personal, Social, Health and Economic Education (PSHEE) is a vital part of the curriculum at Marlborough House Vinehall, designed to help pupils develop the knowledge, skills, and attributes they need to thrive as individuals, family members, and members of society.

At our school, the PSHEE curriculum is tailored to be age-appropriate, engaging, and inclusive. It reflects the guidance set out by the Department for Education and incorporates three core themes:

1. Health and Wellbeing – Pupils learn how to stay physically and mentally healthy, develop resilience, and understand the importance of a balanced lifestyle. Topics include emotional wellbeing, personal hygiene, healthy eating, physical activity, and an introduction to mental health awareness.
2. Relationships – Children explore healthy relationships, kindness, respect, and the importance of consent and boundaries. This includes friendships, family relationships, teamwork, and how to recognise and respond to peer pressure or bullying.
3. Living in the Wider World – Pupils are encouraged to understand their role as responsible citizens. They explore topics such as rules and laws, environmental responsibility, financial literacy, internet safety, and media awareness. They also learn about equality, inclusion, and the diverse society we live in.

The curriculum is delivered through weekly lessons, assemblies, cross-curricular links, and themed events such as Anti-Bullying Week and Mental Health Awareness Week. Discussions, role-play, storytelling, and collaborative activities help children apply what they learn to real-life situations.

Safeguarding and British Values are embedded throughout the PSHEE programme, ensuring pupils understand their rights, responsibilities, and the importance of tolerance, democracy, and the rule of law.

Our goal is to nurture confident, thoughtful, and compassionate young people who are well-prepared for the next stage of their education and for life beyond the classroom.

Relationships and Sex Education (RSE) is an essential part of our PSHEE curriculum. Here, RSE is delivered in a sensitive, age-appropriate way, in line with statutory guidance from the Department for Education and in consultation with parents and staff.

The aim of our RSE curriculum is to give pupils the information they need to develop healthy, respectful relationships, understand the changes they experience as they grow, and make informed decisions about their well-being and future.

Our curriculum is structured around two main areas:

1. Relationships Education
   This begins in the early years and is progressively built upon throughout the prep school. Pupils learn about:

• Families and people who care for them
• Friendship and kindness
• Respect for others and diversity
• Safe and unsafe relationships
• Recognising and reporting worries, including online
• Understanding consent in the context of personal space and touch

2. Health Education and Preparation for Puberty
   In the later prep years, pupils are gently introduced to the concept of puberty, helping them to:

• Understand physical and emotional changes during puberty
• Learn about personal hygiene and self-care
• Develop a positive body image and self-esteem
• Ask questions in a safe, supportive environment

We do not teach sexual intercourse or contraception at Marlborough House Vinehall; our focus is on building a foundation of understanding, respect, and self-confidence that will support pupils as they move into senior school.

Nick Jensen, Deputy Head Pastoral

Science is everywhere in today’s world, and at Marlborough House Vinehall School, we believe that an engaging, thorough science education is essential for preparing children for the future. Science is not only about understanding how the world works but also about equipping our students with the tools to solve problems, think critically, and make informed decisions in an ever-changing world. From the simplest everyday activities to groundbreaking technological advances, scientific thinking is integral to modern life. Being 'science literate' will no longer be a mere advantage but a vital skill for the future; one that we aim to instil in all our pupils. 

At MHV, we aim to bridge the gap between the fundamental principles of science and the real-world applications that impact our daily lives. Science is a tool that allows us to understand our surroundings, to develop new technologies, and to make decisions that benefit both society and the environment. Beyond its practical value, we are committed to exploring the cultural, philosophical, and ethical dimensions of scientific discovery. Whether through studying the natural world or examining cutting-edge technologies, we ensure our students are not just learning facts, but the processes of inquiry that are central to scientific thinking. 

In Years 3 and 4, Science is taught by the children’s classroom teachers but is fully resourced and supported by the Science Department. Lessons are carefully planned to encourage curiosity and foundational understanding, and pupils benefit from the opportunity to visit the science laboratories during the year for engaging science shows and demonstrations. These experiences help to spark enthusiasm at an early stage and create a sense of anticipation for what lies ahead. 

From Year 5 onwards, pupils begin to make regular use of our specialist science laboratories. They are introduced to the fundamentals of lab safety and taught how to handle scientific equipment responsibly: something many children do not typically encounter until much later in their education. While the curriculum at this stage continues to follow the National Curriculum framework, we take full advantage of our facilities and flexibility to deliver a rich, hands-on experience. Practical work is a central part of learning, and whenever appropriate, we take science beyond the classroom, making use of our school grounds for investigations in ecology, materials, and environmental science. 

In Years 7 and 8, all science continues to be taught by subject specialists in the laboratories, with an increased emphasis on disciplinary knowledge in biology, chemistry and physics. The curriculum is carefully sequenced to build on prior learning and deepen understanding. Pupils benefit from regular opportunities to design and carry out investigations, use advanced equipment, and explore increasingly complex scientific ideas. Our specialist teaching team ensures that lessons are both intellectually challenging and highly engaging, supporting pupils of all abilities to make excellent progress. The depth and breadth of our provision means that our pupils are well prepared for Senior School Science. 

Assessment throughout the school is purposeful and supports learning. We use a combination of informal formative assessment and more structured summative tasks to track pupil progress and ensure each child is supported and challenged appropriately. Feedback is clear and constructive, helping pupils to understand their next steps and celebrate their successes. 

Beyond the classroom, we offer a wide range of enrichment opportunities to further deepen pupils’ experience. These include science clubs, research projects, visits from guest speakers, and educational trips, as well as themed science events throughout the year. These experiences allow our pupils to extend their interest in science and develop a deeper understanding of the subject, preparing them for further academic challenges. 

Ultimately, our aim is to give every pupil a rich and rewarding experience of science: one that not only prepares them for the demands of Senior School but also leaves them with a lifelong interest in how the world works. By combining a strong academic foundation with real-world relevance and a spirit of discovery, we aim to provide a high-quality science education, and we’re proud to see our pupils grow in confidence and understanding as a result. 

Rebecca Prior, Head of Science

Sport plays a vital part in everyday life for an MHV pupil. We aim to provide a programme based on inclusivity, enjoyment, and performance. We are focused on providing a broad and varied sporting experience for all our girls and boys. 

Teams in all but the very youngest age groups compete in inter-school matches which take place on Wednesday and Thursday afternoons with the occasional Saturday.

We ensure that all children are given a chance to represent the school, and this usually means there are at least two teams in each year group. Children in Years 3 and 4 are gradually introduced to playing competitive sports in friendly tournaments and matches with schools of similar size. This provides an opportunity for pupils to play in mixed ability teams without over-emphasising the importance of the result.

As the pupils get older, they are given the opportunity to participate at a level commensurate with their ability. There are also opportunities to represent the school at tournaments hosted by local schools and in regional IAPS competitions.

Each term there is a main sporting focus, with this being augmented by a varied PE curriculum. The pupils have lessons in swimming, athletic development, basketball, gymnastics, badminton, volleyball, small–sided games, tennis, golf, and athletics. There are also several very popular sports activities that take place during and after school; these include cross country, judo, gymnastics, and ballet/dance to name a few, with different sports added each term. 

In the Michaelmas and Lent Terms, the main team games for boys are football, rugby and hockey, and for girls are hockey, netball and football.  In the Summer Term, boys and girls take part in cricket, athletics and tennis.

Matt McKinnon, Director of Sport