SCHOOL ST. LEONARDS~MAYFIELD - The Medical Diary

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©ST. LEONARDS~MAYFIELD

SCHOOL

ST. LEONARDS~MAYFIELD SCHOOL

The Old Palace, Mayfield, East Sussex TN20 6PH

Telephone:01435 874600 Fax:01435 872627 email:[email protected] website:www.stlm.e-sussex.sch.uk

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‘Dost thou not know I am a woman? When Ithink, I must speak’.

As a student I had a book called The Educationof the Poetic Spirit and, at university during thelate 60s, developed a tremendously idealisticvision of teaching. My tutors were people whorevolutionised the teaching of English andprovided a whole generation with exciting newstimulus material that encouraged theimagination, creativity and the challenge ofnew literature. I went into my first job burstingwith ideas and wearing mini skirts. I got intoreal trouble with my Headmistress for teachingTed Hughes’ poetry to 11 year olds, andintroducing boys and guitars into school playproductions! Here recent performances haveinvolved girls playing cowboys, guitars andsinging nuns. They also produce the mostmarvellous art and ceramic work, succeed in Mathematics, Latin and Physics and ‘climbevery mountain’. Creativity in all its forms isvery much alive and well, the imaginationflourishes, dreams thrive.

This school embodies creative fidelity –faithfulness to its remarkable foundresswhose spirit and vision live on. CorneliaConnelly believed that ‘there is nothing wewould not do for our children, nor anythingwe would not forgive them for ’, and her‘love full of action’ colours this place.

Poetry and imagination have a special placehere, as do so many ways of discovering andexpressing the truth – science is the searchfor truth, as is our journey of faith. Music isfood for the soul, and we are well fed literallyand spiritually. We celebrate achievement,individuality, community spirit and ourdistinctive identity. We hope you will sharethis with us.

Julia Dalton, Headmistress

S T . L E O N A R D S ~ M A Y F I E L D

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Questions parents ask in order to find theright school for their children

What is the ethos of the school?

We aim to educate the student’s mind, soul,heart, and body in partnership with parents, soeach individual may develop:

– inner confidence, an unshakeable framework ofspiritual values, strong moral principles, a deepcapacity for compassion, and the knowledge,intellectual curiosity and training to continuelearning throughout life. We expect the very higheststandards of effort, behaviour and achievement.An individual needs to be happy in order to learn and be able to work with others. We aim togenerate the enthusiasm, motivation and self-esteem that are essential to any form of success.

– the confidence to ‘become what they want to be,but make that self just what our Lord wants it tobe’. We want our students to be able to make areal difference in the world, whether as politicians,entertainers, carers, mothers, teachers, discoverers,designers, doctors, artists or innovators. We alsohope they will influence the lives of others positively,through everyday kindness, understanding andthe strength of their relationships. Our Foundress,Cornelia Connelly, believed as we do that asparents and teachers love must permeate everythingwe do for young people.

The school has a special history which is stillapparent in the culture of the modern communityand embodies the principles of Mother CorneliaConnelly, wife, mother and then nun. She foundedthe religious congregation for the education ofCatholic girls, the Society of the Holy Child Jesus,(SHCJ) in 1846, and St. Leonards School for girlswas opened in 1848. A sister school at Mayfieldhas been on this site since 1872. The last SHCJHeadmistress retired from the school in 2000.

Four sisters remain as trustees on the governingbody. Some members of The Holy Child orderstill have their home in the heart of the school.The links with the past are meaningful.

What is distinctive about St. Leonards-Mayfield

School?

This prospectus will give you a ‘profile’ of theschool, but these are the essential points:

We care as much about the person your daughteris and will become as about what she achievesLove of God, daily prayer and the teachings ofChrist, provide our moral and spiritualcornerstonesWe give girls a sense of achievement and theconfidence to believe they can change the worldEncouragement, enthusiasm, energy, enterpriseand excellence are our watchwordsWe teach individuals how to think independentlyand learn effectivelyWe educate the imagination so that theyunderstand other people’s perspectivesPupils achieve beyond expectations at every levelacross a range of subjectsWe provide an unusual breadth and balance inthe curriculum throughout the school

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Parental expectations

What are the most important factors in choosing

a school?

Many parents and grandparents make enormous

sacrifices to pay fees. What are you paying for?

a secure and happy community built on mutualtrust, free from prejudice and discrimination exam results are excellent teaching and therefore learning, is inspirational,challenging and funthere is a welcoming and friendly atmospherewhere good manners and consideration aboundintellectual, physical, creative and spiritualdevelopment are equally encouragedachievement of every kind is celebratedclasses are relatively small, so staff can giveindividual attention to each girl, especially thosewith specific needsevery pupil aims for her personal best in all sheundertakes staff morale is high, teachers are committed andloyalcommunication with parents about academicmonitoring, progress and individual needs ishonest, detailed and frequent access to a broad and balanced curriculum inwhich each subject is equally valuedindividuals are expected to work with each otherand develop a strong sense of responsibility forthemselves, their actions, their own learningthere are clear criteria for codes of conduct anddisciplinary sanctions school policies are accessible, familiar to all andworking in practice the entitlement of equal opportunities for allall members of the community are able to appreciateand understand different perspectives, culturesand backgrounds, diversity is a positive strengtholder pupils set the right example for the youngeronesstudents are proud to belong to the school

individuals choose a wide variety of degreecourses and take up interesting, worthwhile andadventurous careersyoung people in the school are part of the localcommunity and appreciate the mutual benefitsthey learn to enjoy life

Educating the mind – academic achievement shows in:

examination results at GCSE, AS and A Level

that are consistently excellent

the inspiration of good teaching where learning isexciting, active and effectiveconstant challenges that encourage pupils to aimhigherthe way girls achieve to and beyond expectationshow we prepare them for the future – university,employment and the world markettraining for flexibility, adaptability and thequalities essential to leadership

The quality of teaching, staff enthusiasm andexpertise is the key to a successful school. Eachindividual is given the encouragement andconfidence to reach her personal best ineverything she undertakes. We recognise thatparents and students expect good examinationresults as the basis for a rewarding andworthwhile future. Nearly all girls gain theirfirst choice place at a good University.Qualifications in themselves do not guaranteesuccess. They will also need a multitude of skills,including: language aptitude, articulateness,ability to ask as many questions as they answer,to inspire others with enthusiasm, work well ina team and have a strong sense of purpose. We are educating young women who will help

shape a better future.

Mayfield girls are very good at talking andthinking, challenging assumptions, observing,researching and analysing, supporting and

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promoting a line of argument. Cornelia said‘confidence begets confidence – you never knowwhat you can do until you try’. One of Shakespeare’sstrongest women characters says ‘Dost thou notknow I am a woman? When I think, I mustspeak’! A Sixth Former comments: ‘I no longerfeel there are things I cannot tackle; I know I cango for it. You can’t tell me what to think, becauseI have been taught to enjoy working it out formyself’. These statements encapsulate the essenceof our commitment to training the mind.

The Curriculum

This is rooted in the convictions of Cornelia Connellywho not only recognised the ‘wants of the age’ inher own time, but also had an extraordinary andradical vision for the education of girls in thefuture. She believed that they must have breadthand depth of opportunity, so that the CreativeArts, Languages and the Humanities have equalstatus with Science, Maths and Physical Education.So today, Music, Drama, Art, Ceramics and Foodand Nutrition are as popular for Sixth Form choicesor GCSE options as Languages, Sciences, Classicsor Humanities, for instance.

Unusually, in a girls’ school, slightly more studentschoose Maths and Science for AS and A Level,than any other subject. The numbers for Chemistryare as good as for Biology. As many girls go forNatural Sciences, Veterinary Science and Medicineat University level, as for Art, Design, English,History, Geography, Classics or Languages. We succeed where many mixed schools do not, inovercoming the implicit barriers often perceivedby girls who do not believe they can tackle threeSciences and Maths, for example. Because subjectsacross the curriculum are equally valued, thereare few limits in their choice of study. They havethe confidence and knowledge to try anything.

It is because we offer so many opportunities in thefirst 3 years, ages 11 – 13, that choices of HigherEducation courses and careers are so diverse. We cover much more than the National Curriculumdemands, and, at 13 all students are doing aminimum of 16 subjects. This includes Life Skills,Information Technology and the 3 Sciences. ForGCSE there is a core curriculum that incorporatesScience, (Double and Triple) English Languageand Literature (separate grades but taughttogether) Maths, a Modern Foreign Language(French, German, Spanish, Italian, Greek) Historyor Geography, PE/Games and Religious Education.In addition, each girl chooses at least 3 otheroptions from a long list: Latin, Classical Studies,Food and Nutrition, Art, Ceramics, Drama,Music, I.T.

There are no false divisions between ‘vocational’ orcreative subjects and those perceived as ‘academic’.Education is as much about the development of the‘poetic spirit’ (indeed, the English Department hasan unusual commitment to and success in teachingand writing poetry) as it is about logical thinking,knowledge and understanding. We strive to educatethe imagination.

Unlike other schools in the area, we do not offer

the International Baccalaureate, because:

our students choose ‘breadth’ without a prescriptivecompulsory core of 5 subjects and only 1 optionwe make it possible to study combinations likeMaths, Physics, Italian and Ceramicswe try to build time-tables around individualpreferences wherever possiblethere is more to the Sixth Form than academic work

Our examination results speak for themselves.(SEE INFORMATION IN REAR POCKET)

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Assessment and Reporting

We measure individual progress in learningaccording to potential and ability, so that everygirl achieves what can be expected of her, andoften more, in relation to her special gifts andaptitudes. There are many facets of monitoringachievement. The important factor is to scrutiniseand promote the ability to learn – how a childlearns – as well as examine what has been taught.Every individual develops at different stages andages. An innate capacity for language acquisitionmay not be obvious until someone needs to knowFrench, for instance. We carry out tests in Year 7and 9 that identify a variety of thinking, reasoningand perceptual skills and potential. We takecareful note of previous school reports and priorachievement. We then try to ensure that everygirl makes the appropriate progress against these‘markers’. We track pupil progress very carefully.This is the only way we know whether a girl isactually achieving her ‘personal best’.

We have regular ‘consultation’ meetings withparents, usually on Saturday mornings. We issuehalf-termly assessment grades and full, detailedreports for every girl in each subject (except forfinal external examination period) at the end ofeach term. Staff also meet to discuss progress,identify and diagnose problems, set targets and(where necessary) contact parents, both betweenand after official meetings. The appropriate Year

Co-ordinators have special responsibility for an‘overview’ of students’ academic progress inpartnership with teachers/Heads of Departmentfor individual subjects.

Creativity

Music, Art, Ceramics, Drama and Food & Nutritionall have equal status in curriculum time. Each girlwill get a chance to do all these creative subjects,throughout her school career.

Art

The quality of Art, Design, Sculpture and Ceramicsis outstanding as you will see when you visit us.The exam boards are using examples of our girls’work as exemplar material for national standards.Several girls each year achieve places at the bestArt and Architecture colleges.

Music

Our choirs are justly famous and take part inmany local concerts, as well as in the MayfieldFestival of Music and Art. Over 50% of girls learninstruments, and we have a large number of expertinstrumental teachers and a purpose built Musicblock. We have a wind, string and jazz band, a full orchestra, regular formal and informalconcerts and many performance opportunities,especially in the House Music competition.

Drama

Girls rehearse for a variety of school and Houseproductions all the year round, including aspecial Sixth Form play performance, which isdevised, directed and acted by students withoutany staff input. The Inter-House competitioninvolves nearly every girl in some capacity, andeach House has to prepare a scripted or improvisedplay and some form of dance. We also have at leasttwo major school productions per year and manyindividuals take the LAMDA Speech and Dramaexams. There are Junior Drama clubs and goodnumbers studying GCSE Drama AS and A LevelTheatre Studies.

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Cooking

We believe that everyone should learn how to cook and enjoy food. It is an essential life skill, andtherefore we offer Diplomas and Certificates ofProfessional Cookery instead of GCSE or A-levelFood Technology. National Curriculum coursesoften concentrate on the theory rather than practice,and experience has shown us that our teaching andlearning in Food & Nutrition is both more usefuland enjoyable than the exam syllabus. Ourqualifications are also taken more seriously by theprofessional world of catering and food industries.

English as a Foreign Language

We have a specialist department that teachesEnglish as a Foreign Language. Students withEnglish as their second language are prepared forNational Certificates such as the CambridgeProficiency exam, but have all their other lessonsas normal. They are supported to achieve at thehighest level and, for example, at least 2 of ourcandidates for Oxbridge entrance each year study4 or 5 subjects in a second language.

Individuals with particular learning difficulties

We believe in equal opportunities for all. Pupilswith particular learning difficulties are givenaccess to specialist help, as appropriate to theirindividual needs. We have 2 qualified specialistteachers who will ensure that a professionaldiagnosis of the problems is followed up with anEducation Plan for every girl. This involvescareful consultation with subject teachers so thatthey employ the right strategies for effectiveteaching and learning. This procedure is backedby another member of staff who is our SpecialNeeds Co-ordinator.

Any individual girl, after an assessment and arecommendation, is entitled to 1 lesson of

support a week without extra charge. We thinkthat learning support is part of every child’scurriculum entitlement and access to education.

Careers

There is a Head of Careers who is responsible for Careers advice and training throughout theschool. The Careers Room is purpose designed for instant access to information about Universityapplications, work experience, employmentopportunities and choices. The Life Skillsprogramme incorporates careers awareness, and allpupils are given individual guidance about subjectoptions and courses of study as they progressthrough the school. Morrisby Testing to identifyinterests and aptitudes is carried out for Year 11girls, and visits from professionals, includingstrong links with the Armed Services and theIndependent Schools Careers Officer, are aregular part of our career provision.

Educating the Soul – Spiritual and Religious Life:

Emotional, spiritual, intellectual and physicalgrowth in adolescence can be both a complex andconfusing process of discovery. The example ofChrist helps us to understand and communicatethe difference between right and wrong, good andevil. Children learn by example and as Christianswe believe in Christ as the supreme teacher.

We are proud of our Catholic foundation butwelcome girls from other Christian denominations.Through our shared Sunday and weekly liturgiesand in our daily acts of worship, we weave prayerand praise into the fabric of life to express our loveof God. The knowledge and understanding of theGospels, Catholic doctrine and moral issues aretaught throughout the school. In this way weestablish, if not an enduring love of God, at least thecapacity to reach the deep dimension of life beyondthe material and explicable. This is spirituality. Weprovide a sound foundation upon which individualsmay build for the future. The practice of faith ismeaningless unless it is evident in the way webehave to each other.

We have a full time Lay Chaplain who, with theHeadmistress, directs the religious life of theschool – from Days of Reflection for every yeargroup, to the preparation and organisationneeded for Confirmation candidates (about 25every year) and Eucharistic Ministers. The Chaplainalso works with different teams throughout theschool to link the teaching of RE, daily assembliesand the spiritual needs of staff, pupils andparents. We have a close relationship with thelocal Anglican Vicar and the parish community.The Chaplain has her own suite of rooms as abase for her Lay Ministry within school.

Music is central to the liturgical life of the wholecommunity, as is our beautiful Medieval Chapel,

our unique ‘Live Crib’ nativity play event atChristmas (real baby, real donkey) and thevoluntary and charity work that is an expectedpart of our commitment to Christ.

Educating the Heart – Pastoral Care at St. Leonards-Mayfield:

following the example of Christ’s teaching, (theGood Shepherd and Pastor) in order to learnhumility, forgiveness, compassion and kindnesswe recognise, value and harness the power oflove and friendship, trust and praisewe understand and appreciate difference andcelebrate achievement

In an environment of privilege and comparativeaffluence, your daughters owe it to their parentsand society to make the best of all ouropportunities and to respect the nature oftraditional precepts like duty and service. Wemust ensure they thrive, emotionally and sociallyand have help whenever they need it.

Every girl has a Tutor who will see her forregistration twice a day. She is part of a close-knitgroup and the Tutor will be the first ‘port of call’for questions, problems or advice. Every yeargroup also has a Year Co-ordinator for academicmatters and a Pastoral Care Manager for emotionaland social support. Two Deputies oversee pastoraland academic matters, as does the Headmistress.

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The Boarding Experience

Our boarding experience is one of our strongestassets – it stimulates lifelong friendships and familyloyalty to the school. It strengthens our work ethos.It prepares girls for independent life at universityand beyond. Our community is a temporary homefor about half of our students and benefits everyonebecause girls are exceptionally supportive of eachother. There are no distinctions between daygirlsand boarders, except in the sleeping accommodationarrangements. The boarding staff consider theirduty of care as seriously as parents do. Therelationships between students and staff areparticularly strong, and so are the managementstructures for the care and security of the girls.

We have 4 boarding Houses: currently for Years7 and 8, Years 9 and 10, a separate House forYear 11 and a House for the Sixth Form. Wearrange them on the dual principles of privacyand companionship. Accommodation is acombination of dormitories – at most 5 girls to aroom in the Lower School House – and largerspaces with delineated ‘cubicles’ that allowindividually curtained areas with room for beds,personal belongings, clothes and study facilities.The older girls in Years 11, 12 and 13 have studybedrooms, and can share or opt for single rooms.

For many students it will be their first time awayfrom home. In our experience parents can suffermore from the separation than their daughters.This is why we try to make sure that wecommunicate as much, if not more, with thefamilies of boarders than with those within easyreach of the school.

We organise a special induction course for girlswith English as a second language whose parentslive overseas or at some distance. This takes place3 days before the beginning of the new academicyear in September and provides new students

and parents with the chance to become familiarwith the school: the staff, its routines, geography,accommodation and environment, before all theother girls arrive. There is a specific programmeof English lessons and activities designed to helppeople settle.

There is a programme of supervised weekendactivities recently given full marks by the CareStandards Commission inspection report. We have strong links with the nearest Catholic boys’boarding school for social and other events.Daygirls are always invited to join in and Saturdayshopping trips are particularly popular. Theboarding option can provide an ideal compromisebetween family life and growing up to be moreself reliant and managing your own time. Itcertainly allows girls more committed study timeand organised concentration.

We offer full, weekly or occasional boarding on aflexible basis. We aim to suit the needs of individualgirls and their parents.

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These are just some of the many people who work ‘all hours’ to support our boarding and day community.

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The Lower School

Years 7 and 8 have a special base in a buildingthat also houses the Art, Ceramics and Dramadepartments and the Junior Library. This meansthey can have a classroom that is theirs for manyof their lessons, where they can keep belongingsand equipment. It facilitates the collection,supervision and monitoring of homework andsupports the younger girls in learningorganisational skills. The Head of Lower Schooland her assistant are part of a special systemthat makes the transition between Primary orPreparatory and this school as seamless aspossible. It provides the security and supportiveroutines that enhance learning.

House System

Our competitive House system contributes to theintegration and sense of belonging of every pupil.We have four Houses – Curie, Bronte, Glennieand Astor and each contains girls from Years 7(11 year olds) to 13 (18 year olds), boarders anddaygirls together. We hold an annual Inter-HouseDrama competition, a Musical event as well assports (including riding) and other activities.Individuals can also collect House Merit pointsfor exceptional effort, service and special work.

The Sixth Form

We have a proportionally large number of studentsin Year 12 and 13. It is obvious from the leaguetables that girls do better in a single sexenvironment, and that they are more likely toachieve their potential if they remain in the sameschool where they know and trust the individualteachers. However new girls join our sixth formfrom other schools, and our AS and A Level resultsdemonstrate how successful students are. All go onto Higher Education and nearly all achieve theirfirst choice places at University.

Their choices for courses of study are very diverse –out of 13 candidates for Oxbridge entrance in2001/2, only two chose the same course – VeterinaryMedicine – all the others applied for totallydifferent subjects: Classics, Modern Languages,History, English, Maths, Natural Sciences,Philosophy, Archaeology and Anthropology,Clinical Psychology, to name a few. Many othersachieve places at famous Art and Architecturecolleges (where admission tutors say they do notneed to do the Foundation Year) or go on to studyLaw, Drama, Music, Engineering, Medicine etc.In addition to a wide range of subject choices atGCSE, we add new subjects for AS and A Level:including Economics and Business Studies.

We have a democratically elected body of Prefectsled by the Headgirl and Deputy Headgirl whorepresent the interests and concerns of all theother year groups in the school. They also havespecific responsibilities according to theirinterests and aptitudes and regular meetings withsenior staff. Sixth formers become leaders andencourage other girls to take responsibility andhave ‘a voice’ in the management of the schoolthrough the School Council.

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Educating the Body – Health, Welfare and Fitness:

We aim to understand and respect the relationshipbetween body and mind so that both may work inharmony through:

training and preparation for leisure and lifelongfitnessharnessing energy positivelyteaching good diet, regular exercise, healthycompetition, disciplined physical self expressioncare and welfare of general physical and mentalhealth, especially stress and anxiety management

We value physical well being by devoting agenerous proportion of curriculum time to PEand Games, as well as providing an extensiveprogramme of after school fixtures. All girls willhave about three and a half hours a week of PEand Games, within which there is a wide varietyof sport, team games, exercise and skills training.We reach high levels of excellence and success in Netball, Hockey, Volleyball, Athletics, Tennis,Rounders, Swimming and Riding. We train girlsin Aerobics, Dance, Gymnastics, Trampolining,Badminton, and Fitness. These are offered withinthe timetable, but there are many opportunitiesfor competitive sports like Karate and Fencing,and over twenty other extra-curricular physicaland creative activities such as Ballet and Football.

The Health Centre

This is open 24 hours a day, five and a half days aweek, with dispensaries available on seven days.Boarders who need to be admitted will be caredfor at any time and we operate an immediateresponse ‘on call’ system from Saturday lunchtimeto Sunday evening. Our Senior Nurse and assistantstaff are professionally trained and experienced,and we employ a school doctor who can be calledfor emergencies and holds a surgery in the centre

twice a week. The nursing staff are involved ineducation programmes, especially the Life Skillslessons, in which they teach health related issues,such as drug awareness, control of eating disorders,managing asthma, diabetes and psychologicalproblems. They also offer support to other teachingstaff involved in pastoral care, and deal directlywith parents, House and (if necessary) hospitalstaff in the treatment of illness and injuries.

Food, Glorious Food!

We also place great emphasis on the importanceof good food in our care and welfare systems.Our catering is justly famous. If an army marcheson its stomach, then adolescents run best onfrequent fuelling from healthy choice food. Theyare also less vulnerable to the menace of eatingand ‘image’ related disorders. Our cateringmanager believes passionately in the power of agood, enjoyable and healthy diet that enablesyoung people to thrive. For him and his staff,cooking is a labour of love. Boarders, especially,appreciate their social time at evening supper,(they even eat breakfast) and parents, visitors,old girls and guests return regularly because ofthe quality of our superb meals.

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School Services

The life of the entire community – we are thebiggest employer in the locality – is supported bya number of special school services – The Travel

Office, School Shop, Estate Managers, Domestic

Bursar and many others. All the teams are ouremployees and nearly 200 people work on site.Our Travel Secretary will arrange taxis, flights,bookings, visas and individual journeys. We organise transport to and from London atweekends. We provide minibus services fordaygirls covering as many local routes as is feasible.The School Shop staff provide all items of schooluniform, (even sewing on name tapes!) organiselaundry, furnishings and make costumes forDrama productions.

Special Opportunities and Facilities

We have a large concert hall, a full size indoorswimming pool, 6 all weather netball/tennis courtsand an extensive cross country riding course. Weare especially proud of our equestrian opportunitiesand our Director of Riding manages an extracurricular programme tailored to individual needs,as well as a ‘Pony Loan’ scheme and many competitiveequestrian events locally and nationally. There is anoutdoor and indoor sandschool. We have the use ofproper stabling in a nearby farm and riding ishugely popular for many girls.

The same is true for the excellent Duke of

Edinburgh Bronze, Silver and Gold Award

scheme, supported by trained staff, one of whomis planning to take the Gold Award expedition toAfrica. It is part of an extensive programme ofactivities available to all girls.

Our Debating Society has a special place in thelife of the school. Every year most of Year 12 girlstake part in the Model United Nations Debate. Wehave a reputation for vigorous and passionate

argumentative skill – When I think, I must speak –such articulateness marks you out in life.

We offer an annual December Ski Trip, a Classicstour to Italy, an Art trip to Paris, History visits tothe battlefields of the First World War, regularGeography Field courses and Biology/Ecologydays. The Art Department runs weekly Saturdayworkshops, and we add in Maths Challenges, I.T.courses for parents, Masterchef competitions, a localPotters’ Day, regular exhibitions, poetry readings,community swimming and much, much more.

Most girls try nearly everything and manage tosustain incredibly busy lives. We offer creativefulfilment, intellectual rigour, fun and friendship.We believe and can prove that busy people dobetter. The rewards of singing in the Chapelchoir, completing a challenging expedition orcooking a special dish actually boost individualconfidence which in turn increases academicachievement. Boarding of any kind supportsstudents to pack more into their lives and bemore fulfilled. We also boast a beautiful ……….

.....LOCATION

We are at the heart of an historic and thriving villagecommunity, on the brim of a hill, surrounded by listedbuildings and steeped in history. Our magnificent14th century Chapel was built for the Archbishopsof Canterbury and has the highest unsupported roofarches in Europe. Our Convent cloisters were builtby Pugin, our concert hall designed by Gilbert Scott.The East Sussex countryside is full of trees, gentlehills, colour and light. Gatwick Airport is 45minutes’ drive, from Tunbridge Wells, (15 minutesby car), it is a 45 minute train journey to centralLondon. The M25 and A21 from London by carmakes access relatively easy. Our ‘day’ catchmentarea extends to the South coast, West Sussex andKent. We offer stability and tranquillity withoutisolation or insulation. Do come and visit us.

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SCHOOL ST. LEONARDS~MAYFIELD - The Medical Diary