Academic Mentoring

Academic Mentoring Department

The Academic Mentoring Department incorporates able children, scholars, Oxbridge candidates and Careers.  One aim of this department is to encourage students to appreciate that Study Skills department is one part of academic mentoring, which is all about optimising learning across the age range and ability spectrum.  


Mrs Caroline Warren is Head of the Academic Mentoring Department and Mrs Sarah Small is the Access Arrangements Officer.  They are both Specialist Teachers qualified to conduct assessments to identify whether or not a student has a Specific Learning Difficulty, e.g. Dyslexia.  They have a range of experience and are very happy to discuss learning strategies and offer advice.


Students are monitored as they progress through the school.  This process begins upon entry to the school where all new girls are screened to check spelling, handwriting speed, and working and visual memory.  In addition, parents’ evenings and subject reports afford further opportunities for monitoring.  The final stage of the monitoring process takes place each summer term where in addition to reports/parents’ evenings, the school examinations enable us to identify potential issues. Teachers and the pastoral team are very much part of this partnership and will raise any concerns they may have about a student in their care with Mrs Warren or Mrs Small.  When a parent or child has any concerns they might in the first instance approach the Form Tutor or School House Mistress or they may wish to contact Mrs Warren directly.  

Study Skills

We offer a range of study skills to students who may need specific one to one guidance with strategies in order to make further progress with their work.  Lessons are of 30-minute duration and cost £36.  Wherever possible, we endeavour to organise these lessons around the academic timetable, particularly for girls in Years L5 and above.

Study skills include:

  • Essay planning and structure
  • Question interpretation
  • Reading comprehension 
  • Note-taking
  • Proof-reading
  • Spelling
  • Revision techniques
  • Exam technique – for example, how best to use extra time in examinations.


In addition to study skills, we can offer an in-house assessment of students.  This involves, for example, an assessment of the student’s reading and handwriting speeds.  The need for an in-house assessment may arise as a result of concerns from the student and/or parents or staffs who teach her.  This process is very positive as it enables us to identify, with the student and her parent(s), her strengths, and areas where she will need to be taught strategies that enable her to achieve to a level that reflects her ability.

Indicators of a Specific Learning Difficulty, e.g. Dyslexia:

  • Being disorganised and forgetful
  • Finding it difficult to follow instructions and therefore complete tasks.
  • Sentences that run on because the student forgets to punctuate.
  • Spelling mistakes
  • Crossing out on work
  • Ideas that are not logically organised in a piece of prose.
  • Difficulty with mental arithmetic, e.g. learning multiplication tables.
  • Handwriting – mixture of print and cursive
  • Running out of time when producing work under timed conditions
  • Homework taking much longer to complete than would be expected