Mayville High School Prospectus

PROSPECTUS 

Nurturing potential since 1897

THE MAYVILLE 

DIFFERENCE 

Our mission is to prepare a child for life, 

not just for examination success. 

As such, we give every pupil in our care a broad and 

balanced foundation in liberal and cultural disciplines. 

Our varied curriculum combines dedicated academic 

endeavour with a wide range of creative, historical 

and sporting events. Mayville is a place to develop 

lifelong good habits, foster passionate beliefs and 

forge lasting friendships. 

Our regulatory body, The Independent Schools 

Inspectorate (ISI), has rated all aspects of Mayville’s 

provision as ‘Excellent’ – the highest possible rating. 

Particular praise was afforded to our commitment 

to teaching pupils to use their voice for good, with 

authenticity and in a spirit of humility. Additionally, 

the moral development of our pupils provides a robust 

framework of values, which will inform and shape their 

adult lives. This is reflected in the curriculum, where 

philosophy and applied ethics is incorporated within 

our comprehensive PSHEE programmes. Mayville pupils 

are equipped with the critical thinking skills essential 

to navigating an increasingly media-dominated world. 

Our work and success ultimately depends on the 

quality of our teaching staff, which has been tested, 

and proven, in triumph and adversity and on good days 

and bad. It is impossible to explain the perfect syntax 

of a poem, the notation of a symphony or the rational 

logic of a mathematical theory, without making these 

things attractive to those we have the honour to teach. 

The ethos at Mayville serves to instil a life-long love of 

learning in every pupil. Throughout all aspects of school 

life, studies and activities are inclusive and structured 

to meet the needs, challenge the expectations and 

exceed the goals of each individual. 

We strive to cultivate habits of organisation and clarity 

of thought in our pupils, together with a deep respect 

for the best that has been thought and said in our national 

and global traditions. In so doing, we nurture their spirits 

in the qualities of self-expression, patience, honesty 

and reverence for beauty. As a wholly inclusive school, 

pupils typically leave Mayville with a developed sense 

of empathy and how best to be of service to others; 

for it is this that will ultimately define them, throughout 

their lives.

“Pupils develop excellent skills and understanding 

across all areas of learning and develop excellent 

self-understanding, self-esteem and confidence.” 

ISI Inspection Report

EDUCATING THE 

WHOLE CHILD 

Mayville has been at the heart of Southsea life since 

1897. Its longevity is due in part to a visionary ethos, 

born with its inception that the ‘whole child’ is at the 

heart of education. 

Originally founded by Charlotte West in 1897 at No 1 Gains Road, 

the school then moved to the corner of Waverley Road in 1910, 

where it became ‘Mayville Boarding and Day School for Girls.’ 

Mayville has a long history as a revolutionary model for education, 

as well as for putting a modern twist on traditional values. 

The development of character is at the heart of all contemporary 

approaches to education. We are not new to this idea. Our founding 

ethos of educating the ‘whole child’ – the head, the hand and the heart 

– has always informed our unique approach. Whilst we have high 

academic standards, we also believe learning should be fun and that 

happy children flourish in an environment which values and promotes 

inclusivity, community and a sense of belonging. This is the balance 

at the heart of a Mayville education and we deliver this, in practice, 

through our independent curriculum, small class sizes and first-rate 

pastoral provision. 

Our founder set ‘What you do, do well’ as the School’s motto. It means 

that a person will be accorded merit just as much for their open-minded 

approach and for their attitude, as for attainment. This sets the overarching 

tone for every aspect of life and work. Mayvillians are noted for both 

their approach to learning and their consideration for others. Indeed, 

compassionate behaviour and teamwork is deeply engrained in the 

culture of the school. 

“It is impossible for us to put in writing everything that the school has meant 

to our son. It has been a large part of his life since as far back as he can remember. 

As parents, we are incredibly grateful for all the opportunities he has had and how 

the school has helped him to achieve such successes.” 

Parents of departing Year 11 pupil 

More than a school, we pride ourselves on being a family. Our very 

youngest children are welcomed into the broader life of the school 

from day one and our older pupils look out for them, lending support 

and encouragement. Pupils, parents and staff form a robust, nurturing 

community that remains long after leaving the school.

EARLY YEARS 

AT MAYVILLE 

A typical day at the Mayville Nursery begins with… 

a helping hand, into our homely and stimulating 

pre-school, divided into two classrooms, with our 

youngest pupils joining either Swans or Kestrels. 

Located in the heart of Southsea, our Nursery School provides the best 

possible start for your child, as they take their first steps out of the family 

home towards new friendships and experiences. Our day-to-day activities 

are recorded so that parents can interact with staff and share in their child’s 

play, discoveries and development in real-time. 

We employ the same ‘whole child’ educational philosophy with our very 

youngest pupils. What do we mean by this? It means that every child 

is valued as an individual. In the Foundation Stage, they are only just 

beginning to discover their unique interests and talents and they will 

be supported and nurtured to develop respect for one another, manners 

and confidence of character; so they can begin to know a little about 

who they are. Our highly-trained staff achieve this through a careful 

blend of structured play, learning and specialist teaching. 

Indoor spaces are light and open and, combined with small class sizes, 

allow children the room to play and discover. The Nursery has its own 

outdoor play area, which we use throughout the year. Housed within the 

Junior School site, we also benefit from shared facilities, including the main 

hall and our playing fields in Eastney. We draw upon school resources, 

such as specialist teaching in PE, Languages and Performing Arts, in order 

to enrich learning opportunities. Children are integrated into the life of the 

school, taking part in cross-curricular events and assemblies, whilst regular 

trips outdoors introduce them to the wider local community. 

“Pupils have a highly-developed sense 

of right and wrong and readily take 

responsibility for their own behaviour.” 

ISI Inspection Report 

Parents are actively encouraged to be involved in their children’s learning 

experiences, so that their child’s first experiences of school are positive 

and there is cohesion between learning at school and home, where any 

fears or obstacles are overcome through care and perseverance. 

Our children are courteous, well-behaved and happy. The Nursery School 

is the first step into life as part of the Mayville family. Many of our parents 

opt for their children to continue their journey with us into the Junior 

School and all the way through to 16.

Until the age of five, children begin their 

educational journey with the Foundation Stage. 

Within this curriculum, there are seven areas 

of learning and development that shape 

educational programmes in Early Years settings. 

Together, good parenting and high-quality early 

learning provide the foundation children need 

to make the most of their abilities and talents 

as they grow up. 

The Early Years Foundation Stage (EYFS) sets the 

standards that all Early Years providers must meet 

to ensure that children learn and develop well and 

are kept healthy and safe. It promotes teaching 

and learning to ensure children’s ‘school readiness’ 

and gives children the broad range of knowledge 

and skills that provide the right foundation for good 

future progress through school and life. 

There are four overarching principles: 

• Every child is a unique child, who is constantly 

learning and can be resilient, capable, confident 

and self-assured. 

• Children learn to be strong and independent 

through positive relationships. 

• Children learn and develop well in enabling 

environments, in which their experiences are 

tailored to their individual needs and there 

is a strong partnership between practitioners 

and parents and guardians. 

• Children develop and learn in different ways 

and at different rates. The framework covers 

the education and care of all children in Early 

Years’ provision, including children with special 

educational needs and disabilities. 

“In the Early Years setting, pupils 

learn to make informed choices 

about their afternoon activities… 

older pupils respond enthusiastically 

to opportunities to choose their topics 

for individual homework projects 

or the enrichment and extension 

activities that they wish to pursue.” 


JUNIOR 

SCHOOL 

A typical day in our Junior School begins 

with… a smile. One of our form teachers 

will be waiting to welcome pupils at the 

start of the day. 

Pupils are taught in small classes by enthusiastic 

teachers. The Junior School is a bright and vibrant 

environment, which is structured to engage the 

inquisitive minds of young children. We believe that 

if pupils are happy and confident, they will be more 

receptive to learning. Our rich and varied curriculum 

is designed to give pupils a solid foundation on which 

to build, as they progress along their educational journey. 

The weekly timetable is a mix of academic, creative and 

sporting experiences for pupils to enjoy. We understand 

that pupils each have different strengths and interests 

and provide opportunities for them to find their niche 

and explore their own unique talents. 

“Pupils spoke very highly of the individual support that teachers, 

TAs and the DLEU give them, as they develop the skills and 

confidence to overcome any personal obstacles, and to persevere 

in pursuing their goals and making the most of their talents.” 


English, Mathematics and Science form the core 

of the curriculum in Key Stage 1 & 2 but pupils also 

experience Languages, ICT, Sport, Art, Music and 

Drama; all of which are taught by specialist teachers. 

Additionally, our ‘Shine’ enrichment program offers 

a diverse range of activities that pupils wouldn’t 

ordinarily have access to during term time. This runs 

from Reception to Year 6, on a Friday afternoon, 

and is an exciting and uplifting end to the week. 

We pride ourselves on our reputation for being a creative 

school and know that a number of parents choose 

Mayville specifically for this reason. Our independent 

curriculum allows us to timetable lessons in Dance, 

Music, Drama and Visual Arts, alongside regular 

performance opportunities. It is our firm belief that 

creativity in learning is central to the development 

of essential problem-solving and lateral thinking skills, 

for all children. 

Beyond the classroom, regular educational trips, 

excursions and a wide range of extra-curricular 

activities are on offer. Residential visits start in Year 3 

and give pupils the chance to strengthen friendships, 

learn new skills and grow in confidence. 

The three-house system (Austen, Cavell, Nelson) 

provides a sense of family across age groups 

and encourages friendly competition. Pupils are 

encouraged to strive for excellence and compete 

alongside their peers for cups in academic 

achievement, conduct, sport and creative arts. 

The learning experience in the Pre-Prep and Junior 

School is designed to provide our pupils with a wealth 

of educational and pastoral opportunities, which help 

them discover a life-long love of learning and become 

self-assured, happy children; ready for the next stage 

in their academic lives.

“Pupils develop independence 

and a capacity to take 

leadership in their learning.” 


SENIOR 

SCHOOL 

A typical day at the Senior School 

begins with… a friend calling your name. 

A close crossover between tutor and teaching 

relationships means that dedicated form tutors can 

mentor pupils with expert advice and guidance, with 

an understanding of the child already established. 

Pupil voice, growth mindset and the wellbeing 

of pupils are of equal importance to our teaching 

staff as test results. Indeed, classroom success 

and overall attitude to school are inextricably 

linked. We think it is vital this is recognised and that 

any reasonable adjustment which could improve 

a child’s experience of school is made. 

This is the key to pupils leaving us as discerning, 

capable young people, equipped with the confidence 

they need to be leaders in their chosen field. Today’s 

world places much emphasis on the practicality 

of an education, with employers demanding a vast 

array of skills and attributes. This is reflected 

in the courses offered by colleges and universities. 

Our inclusive ‘whole child’ ethos has always provided 

children with a balanced and rounded rite of passage, 

rather than an education merited solely on results. 

As pupils grow through the school, there is every 

opportunity for them to develop a sense of personal 

and social responsibility and become role models 

to younger children, through the School Council, 

as House or Sports Captains or as Prefects. 

“Pupils’ achievement is excellent in relation to their abilities and 

individual needs. They develop their knowledge, skill and understanding 

well, supported by teaching that is strongly focused on individual 

needs and facilitates high rates of progress in all subject areas.” 


Pupils experience a broad range of subjects before 

choosing, at the end of Key Stage 3, those which best 

match their individual strengths and aptitudes. English, 

Mathematics and Science form the core curriculum, 

which is supplemented by all traditional subject 

disciplines, such as a recently expanded choice 

of languages and humanities, along with exciting 

options, including Art & Design, Textiles, Timbers 

or vocational BTEC qualifications in the Creative 

Arts and PE. The curriculum throughout is broad, 

challenging and, within our bespoke educational 

environment, can also be tailored to meet particular 

needs and interests. 

It is essential to the love of learning that teachers 

commend to their pupils a respect for the things 

of value and are able to articulate the how and why, 

not merely to satisfy but to stretch curious minds. 

We take a serious approach to public examinations 

with a commitment to reading and discussion 

beyond the confines of examination specifications. 

We strive for our pupils to develop in informed, 

healthy and balanced ways; to manage their lives 

effectively, happily and successfully; and to thrive 

as individuals, as members of families and within 

our wider society.

“Pupils attitudes to learning are excellent. They engage 

with enthusiasm in lessons and work well together 

collaboratively within and beyond the classroom.” 


WELLBEING & 

PASTORAL CARE 

We believe that pupils learn best when 

they have self-esteem, self-confidence 

and self-knowledge. We are proud 

of the excellent reputation we have 

for our high quality pastoral care, having 

been recognised as ‘Excellent’ in this 

area in our most recent ISI report. 

Our dedicated Senior Pastoral Team work closely with 

class teachers (Key Stage 1 and 2) and tutors (Key Stage 

3 and 4) as a first point of contact for any issues, concerns 

or worries they may have. With our teaching staff also 

forming a central part of our robust safeguarding system, 

we ensure we have not one but many nets to catch 

a pupil who may be struggling. 

It is our collective mission that pupils are happy, 

purposeful and fulfilled. We understand the huge 

impact mental health and wellbeing can have 

on a child and their progress. Close liaison with parents 

and guardians is integral to securing the best possible 

outcomes for pupils – this will be both informative 

and responsive, as your child makes their way through 

the School. Wellbeing is central to our educational 

philosophy – encompassing Character Education, 

PSHEE, Academic and Pastoral support as a whole, 

to deliver a unique and individual education where 

happy children can thrive. 

“Pupils enjoy school, have a keen sense of belonging 

and thrive in the family atmosphere created 

in a tight-knit community where all ages mix.” 


We firmly believe the key to our success is in knowing 

each child well, as individuals. This is aided, in part, 

by our small class sizes but, more significantly, because 

of our outstanding pastoral system. Our culture is 

founded on carefully-integrated schemes of academic 

and pastoral monitoring, meaning that the potential 

in every child is identified and nurtured. We enable pupils 

to know and understand themselves – surpassing their 

potential, towards their own individual excellence.

“Pupils exhibit increasing levels of confidence and 

self-esteem over time, fully supported by the school’s 

excellent pastoral care and welfare system. 


LEARNING 

DIFFERENCES 

We take a holistic view that not all 

children learn at the same rate or in the 

same way and, through our expertise, 

we are able to provide tailored learning 

for pupils. 

For pupils needing extra or targeted support in areas 

of numeracy and /or literacy, our dedicated Dyslexia 

Unit is able to provide this alongside classroom teaching. 

Self-esteem is central to our support; equipping children 

with the life-skills, coping strategies and confidence 

to resist viewing their personal difficulties as barriers 

to education. 

At Mayville, we have been renowned for our expertise 

in the specialist tuition of dyslexic pupils for over 30 years. 

We cater for a variety of academic needs that can also 

be associated with a dyslexic profile, including 

dyscalculia, mild dyspraxic-type difficulties and mild 

speech and language disorders, as well as ADHD, ASD 

and other neuro-diverse conditions. 

Our team of highly-qualified, specialist, multi-sensory 

tutors have many years of experience, not only in the 

academic needs of pupils but in their crucially important 

emotional needs too. Often, a pupil will not learn until 

they believe they can learn, so teaching on an individual 

basis provides us with the opportunity to build trust 

over time. We work closely with the pastoral care team 

and academic tutors, ensuring that our pupils receive 

the best possible whole-school support within a happy 

and positive learning environment. 

Children aged 7-16 are offered an individual programme, 

tailored to their unique profile of strengths and 

weaknesses. Children under seven may have their needs 

assessed by the Dyslexia Unit and recommendations 

provided for more age-appropriate in-class support. 

“Although many schools claim that 

support for learning is at the heart 

of the school, at Mayville it is.” 

CReSTeD Inspection Report 

An Individual Education Plan (IEP) is written for each 

pupil by their DLEU tutor, for use within the Dyslexia 

Unit, whilst a School Advisor Plan (SAP) provides 

details of their particular difficulties and strengths, 

along with recommendations for in-class support 

and any specialist requirements for assessments 

and end-of-year examinations. 

Termly screening is also undertaken to monitor each 

pupil’s progress within the unit and this is incorporated 

into the whole-school tracking system. This process 

ensures that every pupil who has a need at any point 

in their school career, whether or not they have a 

learning difficulty, is identified early and receives 

appropriate intervention. 

Our overall aim is to encourage confident and 

independent learners, who have an awareness 

of how their individual differences affect them directly 

and therefore have a better ability to overcome any 

difficulties. The teaching methods we use are centred 

on a structured, cumulative, multi-sensory approach 

to learning – a systematic teaching of written 

language, using visual, auditory and kinaesthetic 

sensory channels. The success of this methodology is 

demonstrated in GCSE results, with pupils consistently 

achieving grades above predicted expectations. 

We are regularly inspected by CReSTeD, which 

is an independent body established to monitor 

and evaluate the standards of teaching and provision 

for dyslexic pupils within the private sector. Mayville 

is rated ‘Outstanding’ for its breadth and quality 

of teaching.

“Mayville is a school where students are listened to, supported, 

challenged and encouraged. The level of support from the learning 

support team and from mainstream teachers is outstanding.” 

CReSTeD Inspection Report 

At Mayville, we are committed to specialist provision for 

all aspects of pupils’ educational needs. We therefore 

ensure that Able, Gifted and Talented pupils are identified 

early in their school careers and receive appropriate 

acknowledgment, support and challenge as they grow 

and develop within the School. Our AG&T pupils have 

the potential to become the leaders, thinkers and 

creators of the future and we value and nurture 

them accordingly. 

Able pupils are highlighted by our tracking system 

and academic policies, which ensure that they are 

consistently and appropriately stretched and stimulated. 

Equally, pupils benefit from a carefully-developed 

enrichment programme, with apt specialist support. 

Activities for the Able, Gifted and Talented range from 

leading roles in productions and School sports teams 

to clubs in Art, Dance, MFL and ICT. We participate in 

Maths Challenges, Book Awards and provide dedicated 

specialist days in Science. 

Pupils have the opportunity to extend their interest 

and curiosity in wide-ranging ways. University 

aspiration days, conferences, workshops and events 

acquaint pupils with subjects which look beyond the 

present curriculum and to bright academic futures. 

Identified pupils are given the opportunity to 

challenge themselves further by taking the official 

MENSA test. Our AG&T co-ordinators liaise closely 

with pupils and parents to ensure they are prepared 

and feel confident in taking on the challenge. 

On average, a group of approximately 60 pupils sit 

the test, all scoring a higher than average IQ result 

with many being offered MENSA membership for 

achieving a score within the top 2% of the population. 

This success is celebrated by staff and informs how 

these pupils should access the curriculum. 

Each subject area provides in-class and co-curricular 

opportunities to support pupils in their particular area 

of giftedness or talent.

CREATIVITY 

& THE ARTS 

Visual and performing arts form 

a fundamental part of life at Mayville. 

We believe that creative exploration 

helps to promote confidence, teamwork 

and self-determination in pupils. 

Mayville pupils’ creativity is well-represented outside 

of the School, with a number of children performing 

at a professional level in West End shows and 

international competitions. After leaving Mayville, 

many pupils choose to specialise in the Arts. We have 

alumni who go on to study at reputable schools, such 

as Laine Theatre Arts School and Italia Conti. 

In addition to the immediate rewards of making, 

performing or displaying creative work, children 

also benefit from developing a sense of innovation 

and adaptability that helps them to negotiate, 

solve problems and make decisions independently. 

These skills are essential to a rounded and balanced 

education that is not only instructive but which starts 

pupils on a pathway to self-actualisation. Our expert 

subject teachers encourage experimentation and 

support progress through all creative departments. 

The curriculum at Mayville reflects our commitment 

to the Arts. Creative subjects are given a significant 

allocation within both timetabled lessons and 

co-curricular activities for children of all ages. Weekly 

assemblies, termly concerts and regular productions give 

every child the chance to perform in front of their peers, 

as well as represent the School in the local community. 

For those who might not choose to pursue a career 

in the Arts, we believe that all children benefit from 

a rounded education, which values the importance 

of creative approaches to problem-solving. 

Regular large-scale productions, whether staged 

in our own theatre space or at other local theatres, 

along with whole school involvement in annual 

competitions, give everyone the chance to benefit 

from participation and grow in confidence. Behindthe-scenes 

roles in lighting, sound, costume, set 

design and scene painting offer all pupils a chance 

to enjoy being part of the team. 

Our pupils are confident performers and self-assured 

public speakers; a significant number of pupils gain 

LAMDA qualifications, in addition to their regular studies. 

We have outstanding Drama, Music and Dance 

departments, with dedicated rehearsal and performance 

spaces. Individual lessons are available in singing 

and a wide range of musical instruments, with pupils 

also having the opportunity to perform together 

in the Orchestra, Choirs or Bands. 

A recently redeveloped, purpose-built Art and 

Music block provides our pupils with the space 

and resources to reach their creative potential. 

Fully-equipped studio spaces allow pupils to 

experiment with an extensive range of media 

and materials in Art, Graphics and Design Technology. 

Our main hall is regularly updated with state-of-the-art 

sound, lighting and stage equipment, so that pupils 

can enjoy all the benefits and attributes of modern 

performance spaces, as they hone their artistic skills.

“Pupils develop a heightened appreciation 

for the non-material aspects of life, as 

evidenced in the stimulating artwork and 

corridor displays, and the very high profile 

of the performing arts in the school.” 


SPORT & 

ACTIVE LIFESTYLES 

Sport, both curricular and crosscurricular, 

is an important part of life 

at Mayville and one in which the 

school enjoys great success. 

Our pupils, many of whom are gifted athletes, 

benefit from the rigour, cooperation and challenge 

of competitive events and the discipline of regular 

training in practice. Regardless of ability, all children 

benefit from participating in timetabled PE lessons 

and having the chance to experience and develop 

skills in a wide variety of team and individual sports 

throughout the year, coached by dedicated and 

highly-qualified staff. 

We believe that healthy and active pursuits enhance 

rather than detract from classroom learning. As such, 

all children are encouraged to enjoy sport and live 

an active lifestyle. Inter-house events throughout the 

year give every pupil the chance to develop a spirit 

of healthy competition and learn through teamwork 

and shared endeavour. Regular tournaments and fixtures 

against other schools offer pupils the chance to compete 

at their very best, whilst representing Mayville. 

Our playing fields are located an eight minute 

minibus journey from Mayville. The 23 acre site, 

on Southsea seafront, includes a variety of football 

and rugby pitches, from mini soccer through 

to full-size. A specialist, multipurpose, all-weather 

sports surface provides netball and tennis courts. 

In summer, the site boasts a full-size cricket pitch 

with 3G crease and practice nets, along with rounders 

pitches. A pavilion and changing rooms complete 

the facilities. In addition to the Cockleshell site, we also 

use specialist sports facilities across the city, to cater 

for swimming, athletics, tennis and badminton, whilst 

Southsea seafront provides the perfect backdrop 

for cross-country running. 

We nurture a spirit of excellence in sport that inspires 

pupils to compete at the very highest standard, including 

academy, county and national level. Our pupils regularly 

achieve personal bests and win medals at the ISA 

National Swimming and Athletics competitions, where 

Mayville is always well-represented. 

Since its introduction in 2019, girls’ football continues 

to go from strength to strength. Playing up a year, 

our U10 girls’ team won silverware in the Portsmouth 

Schools Competition in their very first season. 

“Football, rugby, netball, cricket, 

equestrian and badminton 

teams are successful in county 

and regional tournaments, with 

a number of pupils representing 

their county or gaining places 

at professional sports club 

academies.” 


Pupils achieve success in a wide range 

of team and individual sports at local, 

regional and occasionally national level.” 


CHALLENGE 

& OPPORTUNITIES 

Travel and exploration of the wider 

community is an essential aspect 

of life at Mayville. 

During term time, pupils are delighted to take part 

in trips to local sites of culture, enterprise and adventure, 

making the most of what such a beautiful and diverse 

part of the country has to offer in its wealth of hidden 

history and landscape to explore. 

Our extra-curricular programme offers over 30 clubs, 

activities and societies to supplement studies and excite 

children. Pupils can explore their creative imagination 

through Drama, Dance, Music or Art and Design 

enrichment. Regular public performances and concerts 

give students the chance to work together as part 

of a team, whilst showcasing their own individual talents. 

Children may choose to participate in team sports, 

such as rugby, football, netball, cricket or rounders; 

or hone their skills in individual sporting pursuits, 

including badminton, jogging and trampolining. Every 

child has the opportunity to lead a fit and active lifestyle, 

whilst developing technique and a sense of fair play. 

For those looking to develop other skills, we offer 

activities including debating, chess, Lego, gardening or 

building an eco kit-car, with the opportunity to race it at 

the Goodwood circuit. Our excellent Duke of Edinburgh 

Award Scheme and St John Ambulance Cadet Unit give 

pupils the chance to volunteer and make a difference 

to the lives of other people in our community. 

Numerous field trips and curriculum visits allow pupils 

to develop a broader sense of learning, beyond the 

classroom environment. Regular residential trips further 

afield develop an adventurous spirit: whether skiing in 

Austria, sampling French culture, visiting art galleries 

in Barcelona or learning bush-craft in the Cotswolds, 

there are always opportunities for pupils to broaden 

their horizons. In addition to this, Key Stage 4 pupils 

have the chance to embark on the journey of a lifetime 

with Camps International. Pupils take part in fundraising 

activities to help finance their own month-long trip, where 

they will experience life in another community. Previous 

expeditions have seen pupils teaching conservation 

in Kenya, helping to build a school in Cambodia and 

planting trees in Borneo.

“Pupils participate enthusiastically 

in the wide range of co-curricular 

and extra-curricular activities 

available and, with the school’s 

encouragement, many pursue 

their interests outside of school.” 


Mont-Saint-Michel. Senior Château residential

AT THE HEART OF 

THE COMMUNITY 

We promote a strong sense of 

personal and social responsibility 

in pupils. Mayville children learn 

to appreciate the advantages they 

have and how to embark on a life 

of service. 

“High in empathy… pupils are 

positive in their commitment 

to improving the lives of others, 

both within and beyond school.” 


Pupils are encouraged to contribute to the wider 

community through active involvement and 

fundraising with both local and national charities. 

Mayville life is characterised by its caring community 

spirit; every child is nurtured and supported in their 

endeavours. Each House nominates a charity to 

support every year and pupils take ownership of both 

the activities and the beneficiaries of their fundraising. 

Whether it is cake sales, sponsored walks, 

or collecting for the local food bank, our pupils 

are committed to supporting a range of worthy 

causes through their fundraising efforts. There are 

also opportunities for families to get involved, 

particularly with our annual whole-school fundraising 

fairs and regular PTA events. 

During their time at School, our pupils also learn 

to meet the challenges of the wider world and 

develop a sense of global citizenship, empowering 

them to become the responsible leaders of the future. 

Junior pupils volunteer as Cyber Ambassadors, 

to educate and support their fellow pupils and help 

keep them safe online. In addition to our own School 

Council, Senior pupils are involved in Council 

of Portsmouth Students (COPS), using their voice 

to shape the future in a number of key areas, such 

as: climate change, diversity & inclusion, careers 

and mental health & wellbeing. 

“Pupils spoke of their influence on decision-making through the 

school councils, taking positions of responsibility and participating in 

eco-committees, feeling that they were listened to and that resulting 

decisions were explained whether they were accepted or not.” 


MAYVILLE 

FUTURES 

Our pupils leave Mayville with a sense 

of who they are. They are well-motivated 

and well-equipped to embark on further 

studies and step forward, into young 

adult life, with confidence. 

What does a child remember about their time here? 

Their form teacher, who encouraged and helped them; 

their classmates, whom they saw on a daily basis; 

teachers who understood their vocation and who 

showed their pupils what it is to live a focused life. 

They will remember their School as one where they 

were treated as an individual but where they learnt 

to honour commitments to the team, the orchestra 

or the cast of the play. They will reflect on an education 

that has given them the skills and dedication to try 

and to keep trying multiple methods of achieving their 

desired aims. 

“Pupils persevere, without fear of 

failure, regarding this as a necessity 

for the learning process.” 


Eilidh McIntyre MBE, Alumna & Gold-medal winning Olympian 

“The personal successes achieved in extra-curricular activities, 

combined with achievements in curricular areas, has ensured that 

leavers are successful in winning places or scholarships for a wide 

range of senior schools, sixth form colleges and vocational placements.” 


They will know that our aim was not merely to get them 

a passport to a good college or university but to inspire 

in them a deep and lifelong love of learning. Mayville’s 

motto, ‘Quid facis, bene face’ (What you do, do well), 

means that they will have cultivated an unconscious and 

natural courtesy and can carry themselves with modesty 

in what they do, whilst responding to the opportunities 

life affords with confidence, imagination and empathy. 

Upon leaving the School, our alumni organisation, 

‘The Mayville Family’, provides an enduring community 

for former pupils, parents and staff. Mayvillians are 

characterised by a sense of responsibility and a lifelong 

love of learning. Our network supports this ethos, 

by maintaining a connection to School life and providing 

a platform to share experience, expertise and advocacy, 

to the benefit of ongoing personal development and 

career progression.

@mayvillehighschoolsouthsea @mayvillehighschool @MHS_Southsea Mayville High School 

023 9273 4847 

enquiries @mayvillehighschool.net 

www.mayvillehighschool.com 

35-37 St Simon’s Rd, Southsea 

Hampshire. PO5 2PE

Mayville High School Prospectus

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