• All Hallows is a secure, happy and inclusive community.
• The school emphasises wellbeing, confidence and helping children feel known and valued.
• The school is caring, Christian-rooted and intentionally child-centred.

• A classic boarding prep shape, but with a notably modern emphasis on happiness and emotional security.
• Families are likely to value the absence of an early hot-house tone despite strong senior-school preparation.
• It feels particularly attractive for parents who want a nurturing Somerset prep with clear onward-school support.

All Hallows admits children from nursery through Year 8, with the school describing a simple process of initial contact, visit, registration, assessment and offer. The school says it does not run a formal entrance exam, but children may be assessed during taster days so staff can be confident the setting is the right fit.

All Hallows says it does not run its own internal scholarship scheme in the conventional sense. Instead, the school’s emphasis is on preparing Year 8 leavers for scholarships and awards at their chosen senior schools, and recent school commentary has highlighted a notably strong success rate in that process.

• The public fees page does not specify a fixed entry-point list; families should confirm current availability directly.
• All Hallows says bursary support is usually not more than around one-third of annual fees, although no fixed single-cap wording is given as a universal rule.
• Families are directed to the school’s fees and bursary information and should expect a means-tested financial disclosure process.

All Hallows' current published materials point families toward its latest ISI reporting and use recent inspection references to underline the strength of pastoral care, boarding relationships and pupil wellbeing. The school's broader messaging is that external inspection should confirm what visiting families already notice day to day: a warm, happy and well-supported prep environment.

All Hallows is clear that the prep years are not driven by a single high-pressure entrance-test culture. Instead, it uses visits, taster experiences and ongoing classroom knowledge to judge fit, while older pupils are supported for their next-school assessments in a way that tries to preserve confidence and enjoyment.