Children with dyslexia have difficulty in reading, writing, spelling and sometimes numeracy. They often experience difficulties with time concepts, spatial awareness, physical co-ordination, organisation and social interaction. Without specialist help many dyslexic children fall rapidly behind their peer group; they under-achieve and their prospects in life are severely impaired.
Unsuccessful experiences and results in mainstream schools often mean that a specialist intensive learning environment is the best setting. At The Moat School, we recognise that SpLD learners often face great difficulties closing the gap between their potential and their performance. Therefore, every aspect of the education provided is designed to support pupils whilst they meet the challenge of bridging this gap.
Our aim is that each pupil will:
- realise their full intellectual and academic potential
- develop and nurture self-esteem, skills and natural abilities
- motivate pupils towards independence in learning and everyday life
- take public examinations and prepare them for further and higher education or vocational training.
To support these aims the Moat School offers:
- A whole-school approach to learning for pupils aged 11 to 16 years (year groups 7–11)
- Specialist teaching with highly-trained staff
- Structured and individual learning programmes
- Class sizes based on 10 pupils with individual and smaller group teaching as necessary
- Development of organisational and study skills, and advanced use of Information & Communication Technology (ICT)
- The National Curriculum and GCSE qualifications
- A wide range of sporting and extra-curricular activities.
Constable Education Trust
The Moat School was established by a group of parents whose experience of finding suitable secondary education for their own children had proved very difficult. Their belief was that all children and particularly those with extra challenges should have the opportunity of receiving the specialist education they needed, whilst remaining at home with their families.
In 1993 a meeting was held between a group of parents and professionals who were concerned about the lack of educational facilities for secondary aged children whose learning styles made learning in traditional mainstream settings difficult. A committee was formed and research was undertaken in all the elements needed to establish a school. A year later the Constable Educational Trust was formed with four Founding Trustees that included Gerald Shamash and Clive Simnock but it was Ronda Fogel and Louise Eilon who hosted the initial meetings, raised the necessary funds charitably, project managed the sourcing and refurbishing of the school building and later recruited the school’s first teachers and pupils.
It took two years to source suitable premises, eventually through the London Diocesan Board for Schools, and a further two years to negotiate the lease. The Moat School is on a shared site of the former St. Mark’s School in the Bishop’s Avenue, Fulham. The Moat School opened its doors to its first five pupils in September 1998 and is London’s first secondary day school for children with dyslexia and related specific learning difficulties.
The Constable Educational Trust, which has been operating for 19 years, raised over £2 million to-date for the initial capital needs of the school that enabled the refurbishment of the school to be completed, it also helped to finance the running of the school during the first two years of operation. The School has a Governing Council with currently eight member Governors that meets once a term.
The largest proportion of donations were received from individuals whose wish is to remain anonymous. The rest of our sponsors who have made substantial contributions have included; The Charles Wolfson Trust, The Wolfson Foundation, Garfield Weston Foundation, Esmee Fairbairn Charitable Trust, Save & Prosper Educational Trust Fund, The Linbury Trust (Sainsbury’s), Rabobank International, The Toy Trust, Wingate Charitable Trust, The Bernard Sunley Charitable Trust, JHK Brunner Children’s Charities, Lloyds TSB Trust, The Worshipful Company of Cooks and Mercers Company Trust; as well as smaller donations from companies, charitable organisations and individuals.
The Constable Educational Trust is a company limited by guarantee with charitable status.
Registered Charity No: 1068445
Simon Gold Hill
A founding director of InterResolve, which has developed and is delivering collaborative and mediation-based resolution on an industry-wide scale to the personal injury market. Previously he practiced as a commercial litigation solicitor for over 20 years specialising in project-managing and resolving complex high-value disputes, establishing businesses in the legal sector as well as being a partner in and head of department of a leading London firm of solicitors. He is also a trustee of The Kids’ Cookery School. Simon lives in west London, is married to Dawn and has three sons, the eldest of whom, Alex, attended the Moat School.
Faris is a senior strategy consultant at AT Kearney. He has previously worked for the Strategy teams at Ernst and Young, Centrica and the British Transport Police. He is an economist and mathematician by background and started his career working in education and development, including a few years as a secondary school teacher at the British School of El Salvador, time working for an NGO in Nepal, a role in international development for a Palestinian University and as a full-time student president at the University of Durham. Faris works as a mentor both professionally and personally (he is an independent visitor for disadvantaged children with Action for Children) and is interested in the strategic development of young people on a macro-scale.
As a Director of CEDR (Centre for Effective Dispute Resolution), Fiona is a leading mediator on all types of disputes across a range of sectors including employment, education, organisational and general commercial matters. She is also an ACAS arbitrator, a Henley Business School Executive Coach, and an ICASO adjudicator (Independent Complaints Advisory Service OFSTED). Fiona has her own niche HR consultancy People Matter and works as a consultant, independent assessor and advisor on a broad range of employment and workplace related matters. Her professional background was as a Board level Human Resources Director in the IT and Telecoms industries, and earlier in the NHS. Later appointments were as Personnel Director of Mercury Communications and Group Human Resources of Director of Cable and Wireless plc and ICL plc. Fiona lives in Barnes.
A chartered surveyor who qualified in 1971. He joined the international real estate company Jones Lang Wootton in 1969. Peter became a UK partner in 1979, an international proprietor in 1986 and managing partner in 1994. His experience includes commercial property valuation development and investment work, having advised on many large UK and European regeneration schemes including Canary Wharf and Stockley Park. Peter is currently a governor of the Open University, a trustee of the Harington Scheme and Chairman of Highgate Golf Club. After serving on the original management committee Peter rejoined the Board in November 2004.
Having spent nearly 20 years (certainly 15) as a trustee, John has recently retired from Dyslexia Action. He has also been a council member and Chair for the Advisory Centre for Education and a trustee of Moorhouse School and SOS!SEN. He currently advises the Conservative Education Team on Statutory Reform and Special Educational Needs as well as the Right Honourable Vince Cable MP on occasion. John is a barrister-at-law at Gray’s Inn and practices in the area of Education, Special Needs and Community Care, and he has argued many of the leading cases. He also has personal experience, having children with either severe or significant Dyslexia; two of whom attended specialist Primary Schools and he remains very active in the field. Until recently he has been a governor of Moorhouse School. John is also a published author and an employment law specialist. John is married to Melinda Nettleton, and has five children from a previous marriage.
Level 3 Success with People with Autistic Spectrum Disorder (ASD), Cert SpLD, PGCE, Business Studies & ICT EMBA, BA (Hons)
NPQH Cohort 7
Humanities, MA (Ed), BA (Hons)
Senior Teacher i/c Curriculum
Level 3 Success with People with Autistic Spectrum Disorder (ASD), BA (Hons), PGCE, Post.Cert. Dysl& Lit. (York)
SENCo | DofE Co-ordinator
NASENCo, OCR Level 5 Diploma in Teaching with SpLD, MEd, PGCE, BA (Hons)
Head of Design Technology
Level 3 Success with People with Autistic Spectrum Disorder (ASD), Postgrad Cert in Dyslexia & Literacy, BA(Hons)
Level 3 Success with People with Autistic Spectrum Disorder (ASD), Post.Cert. Dysl& Lit. (York),PGCE, BSc (Hons)
Year 5/6 Teacher | Geography
PGCE, MA (Hons),BA (Hons)
PGCE, BBS Accounting and Finance
Mathematics | Careers Officer
Level 3 Success with People with Autistic Spectrum Disorder (ASD), BEd, RSA, Post.Cert. Dysl & Lit. (York)
ICT & Business Studies | Head of Bishop House
Bsc (Hons), PGCE, OCR Level 5 Diploma in Teaching with SpLD, Level 3 Success with People with Autistic Spectrum Disorder (ASD)
Head of Department Creative Arts
OCR Level 7 Diploma in Teaching with SpLD, PGCE, BA (Hons)
English and Media
Level 3 Success with People with Autistic Spectrum Disorder (ASD), I-PGCE, Screening & Support, Accredited Level 3 in Dyslexia Awareness, BA (Hons)
Head of English | Head of Media | Head of Palace House
Level 3 Success with People with Autistic Spectrum Disorder (ASD), OCR Level 5 Diploma in Teaching with SpLD, PGCE, BA (Hons),
Faculty Head – Humanities & ICT
Level 3 Success with People with Autistic Spectrum Disorder (ASD), OCR Cert. 5 in SpLD Tchng & Lrng, MA (Hons)
PSc (Hons), PhD, PGCE
Counsellor / Therapist
Level 3 Success with People with Autistic Spectrum Disorder (ASD),Adv Dip Therapeutic Counselling, Cert Ed, Cert.Int.Counselling, MBACP
Level 3 Success with People with Autistic Spectrum Disorder (ASD), Alert Programme, Occupational Therapy, BSc (Hons)
Speech & Language Therapist
Level 3 Success with People with Autistic Spectrum Disorder (ASD), MRCSLT, MSc in Speech & Language Pathology & Therapy, BA(Hons)
Learning Support Assistant KS4 - Examinations Officer
Dip in Counselling SpLD Level 3, BA (Hons)
Speech & Language Therapist
BSpPath (Hons), MRCSLT
Learning Support Assistant KS4
OCR Level 3 SpLD
Learning Support Assistant KS3
Cert. Level 3 Dyslexia & Literacy (DA), Level 3 Success with People with Autistic Spectrum Disorder (ASD)
Admin & Finance Staff
PA to the Headmistress
BA (Hons), SpLD level 3
BA (Hons) AAT
Moat School Pupils have great success in a large of number of different placement Post-16. Some of the places Moat School pupils have moved on to in the past few years have included;
At these placements, pupils have taken a number of different courses, which include:
Blossom House sixth form
Capel Manor College
Collingham Independent College
Elite Athletes’ Academy
William Morris College
St Bede’s College
St Charles College
St David’s College
St Martha’s School
The Charter School
A level Art
A level Classics
A level Computer Aided Design
A level Drama
A level English
A level Film Studies
A level History
A level Mathematics
A level Philosophy and Religion
A level Photography
A level Psychology
A level Sciences
A level Politics
BTEC Art and Design
BTEC Business Studies
BTEC Community Outreach Arts
BTEC Extended Diploma in Animal Care
BTEC Health and Social Care
BTEC Physical Education
BTEC Animal Management
BTEC Art and Design
BTEC Technical Drawing
BTEC Motor Mechanics
Level 1 Diploma in Animal Care
The ISI report noted The Moat School as ‘Pupils’ achievement is excellent. The School carefully nurtures pupils’ talents and creativity to enable them to flourish, fully in keeping with its aims… Teaching is excellent, grounded in strong relationships and expert knowledge of the needs of each pupil… Pupils’ personal development is excellent, the result of the school’s extremely successful work to fulfil its aims to develop pupils’ self-esteem and to motivate them towards independent learning. As a result, pupils’ behaviour is exemplary… Leadership and management are excellent. The school fully meets its aims because school life is well organised and staff are united in common clear purpose and direction… Pupils show exemplary attitudes, both to the school and to their work and learning. Their behaviour in the classroom responds to the nurturing care provided by staff and fully supports their overall achievement… Teaching is lively and adaptable, and is highly effective in enabling pupils to make rapid progress, fully supporting the aims of the school…Pupils’ spiritual development is excellent. Through the school, the increase in their self-esteem and self-belief is rapid.’
The Moat School is also inspected by CReSTeD, the authority responsible for schools teaching children with dyslexia. In 2014 CReSTeD described The Moat School as a ‘compact and welcoming inner city specialist school. Pupil behaviour is excellent with rapport between staff and pupils firm but friendly. The school is fully supported by the parents who state that the school has worked beyond expectations for their children’s academic and pastoral welfare.’
View Latest Reports
- This year we congratulate our highest performing pupil for achieving 4 A* grades and 4 A grades
- A larger percentage of pupils have scored A* – Cs in Maths and Science compared to last year this year
- The introduction of Performing Arts (a combination of Music and Drama) has proven to have been a success with 78% of pupils achieving A*-C in the subject compared to 0 in Music last year and 68% in Drama
- As well as Maths and Science; Art, Graphic Products and RMT have all out-performed their last year’s scores
- A number of pupils gained 10+ grades higher than their MidYIS prediction in Year 9.
*MidYIS is part of a suite of monitoring systems established by CEM. Part of Durham University, CEM is recognised around the world for its pioneering educational research and school monitoring. MidYIS uniquely measure developed ability – students’ underlying raw learning potential, free of the influence of curriculum-based teaching.