Walhampton School Deputy Head Michael Hamilton-Foyn on how well-designed exams in prep years build solid foundations for independent learning and resilience
Ask anyone outside of education what school is for, and the word ‘exams’ is never far from the answer. It makes sense – exam results are quantifiable, they catch the headlines, are easy to digest, and serve as tangible milestones. But to reduce education to exam results is to misunderstand its deeper purpose.
Exams condense an entire year’s learning into a single percentage and these numbers or grades can significantly influence future paths and opportunities. But in a prep school, their purpose is different. At Walhampton, we believe that school is about developing curiosity, confidence, and a meaningful understanding of each subject.
A good prep school approach has the opportunity to lay solid foundations before the pressures of senior school set in. The GCSE conveyor belt begins early, and prep schools have the privilege of insulating children from this pressure. We can take the time to build children’s exam craft, ensuring they plan revision that suits their needs, adapt techniques to different subjects or learning preferences, and apply knowledge under timed conditions as their adrenaline rises and papers are opened. We have a responsibility to prepare children not just academically, but emotionally and strategically, for what’s ahead.
There is good reason to think more broadly about how children approach exams. Research into learning suggests that gradually increasing independence and challenge helps build confidence, resilience, and long-term memory. These qualities go beyond exams, they are vital life skills. When children are supported in taking ownership of their learning, they become more reflective, adaptable and better prepared for the unexpected.
With this in mind, our strategy across year groups reflects a progression in responsibility and experience. In Year 5, assessments are introduced gently. The focus is less on scores and more on understanding what it feels like to sit an exam, working in silence, organising resources, arriving prepared and managing your time. Lessons include consolidation of topic learning to help children feel prepared without pressure.
By Year 6, revision becomes part of the expectation. Pupils receive guidance on managing their preparation. Parents are also given advice on how to support their child from home. As children move into Year 7, more independence is encouraged. They are given choices in how to revise and reflect on what works best for them. Sample questions from Common Entrance or scholarship papers familiarise them with more formal exam types.
In Year 8, pupils take on greater autonomy. Through mock exams and ongoing conversations with teachers, they develop a clearer understanding of their strengths and areas to develop. Our Pre-Senior Baccalaureate (PSB) model includes extended geography and history projects that build research, writing and presentation skills, providing valuable preparation for future coursework.
The key takeaway? Exams, while important, are a small part of the overall picture of a child’s knowledge or passion for a subject. They are tools – opportunities to demonstrate learning and develop skills like organisation, reflection, and perseverance. A healthy, well-sequenced introduction to the exam process helps prevent anxiety and supports deeper, long-term understanding.
As a teacher, every so often you get that magical moment: a Year 8 child coming out of an exam, beaming with pride, saying, ‘I think I smashed it’. That’s when you know the process is working.
Walhampton School walhampton.com
Further reading: Streatham & Clapham High School on wellbeing and the 11+
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