Our aim is to help each boy who joins us, achieve, in the widest possible sense, more than he, or his parents, ever expected. This is accomplished by knowing a great deal about each student – his strengths as well as his difficulties. For his strengths, he must first be helped to identify them and, eventually, change them into a marketable form. His difficulties will not be static. We are mindful that we must be alert to changes caused by a student's own development, those of society and by the curriculum and make sure that each of our students is equipped to meet them.
As every student is individually timetabled, support or extension can be put in where it is needed. We want our students to be educated in the widest sense, so we look at the more nebulous but hugely important qualities such as tenacity, interpersonal skills and the harnessing of each child’s innate inquisitiveness.
What do we want for him?
Academically, we would like our students to achieve eight or nine GCSEs with good grades. That they remain in our Sixth Form to acquire their A levels and gain what they needs to enter university or some other higher level training to support their careers. Above all, we want them to be able to occupy a worthwhile place in society where they are economically viable and engaged in something which they find interesting or better, fascinating.
We try, through the many pages of this website, to give you a glimpse of our school, a school of which we are justly proud, which has become the largest in the country supporting the type of learning difficulties which the boys who attend More House endure.
We are privileged in possessing a dedicated team of staff, who, with our students, have developed a mutually supportive ethos which, mystically, binds us all together, welcomes newcomers and makes the school the place that it is. Every day, it is exciting to see and share in the successes within and without the classroom.
As we gain more knowledge about the best way of supporting our students, so we must adjust what we do. Each year, the whole staff contributes towards a formal self-evaluation process which casts a critical eye on how we are working. External changes in education, assessment and funding also have to be taken into account.
As we do not borrow funds, so development has to be a step-wise process. Looking back over the last twenty one years, we have put up a building every year during that period, to reflect the growth of the school. Some buildings have been small and simple, others much grander in size and function, like the recent work which has provided our School of Engineering as well as the new Humanities Centre and Chapel.