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The Howard Partnership Trust (THPT) is a Surrey based Multi-Academy Trust, comprising 4 secondary and 6 primary phase schools. We are proud of our ethos of collaboration and inclusion, "Bringing out the best" in students of all abilities and backgrounds. Visit website

Part of The Howard Partnership Trust

Eastwick School

Eastwick School

A Personalised Approach

We are a large school yet we deliver a personalised approach


Eastwick Infant School and Eastwick Junior School belong to a federation called the Eastwick Schools. There are three classes in each year group and two special needs centres at the heart of our schools.

Pupils make good progress… they are motivated
and engaged by an exciting curriculum

(Ofsted, Oct 2011)

We provide education from your child’s early years (in our reception classes) until they are eleven years old (in our year 6 classes). As a result of being a federation we benefit from a larger budget collectively, enabling children to gain from a wider variety of resources. Between the two schools we have our own swimming pool, managed woodland areas and pond, large sports fields, well-equipped playgrounds and classrooms, as well as an amphitheatre, two libraries, a music room and a rich array of ICT equipment.

Our large team of staff brings a variety of specialisms such as sport, music, languages and the arts. By planning collaboratively, staff are able to share their areas of expertise across the schools.

We offer a wide range of extra-curricular clubs such as, music, sport, languages and creative clubs. Our popular Breakfast & After School Clubs are an affordable way to ensure your child is looked after by our own well trained staff both before and after school.

Whilst we value the benefits a large school brings, we treasure every child as an individual and know the importance of delivering a personalised approach. Children learn in groups, with the teacher and teaching assistant focusing on each group over the course of a day and over a week.

Staff continually assess each child’s progress so that their teaching is appropriately differentiated, with each child being challenged in a safe and supportive learning environment.

Each class team (both teacher and teaching assistant) formally tracks every child’s progress half termly and, where necessary, plans and delivers additional interventions to support and accelerate progress.