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It’s my pleasure to welcome you to the spring Guide to Independent Schools 2026
It’s been just over a year since VAT was introduced and added to school fees. On page 42, Tracey Davies explores the many ways parents can try to soften the financial blow – from bursaries and scholarships to other forms of fee support, schools are working increasingly hard to ensure that a private school education remains attainable to all. In the face of these significant headwinds, schools are also striving to adapt, displaying remarkable resilience. Elizabeth Ivens looks at preps which have merged with school groups as part of the sector’s evolving response, the impact and whether this is a change for good. Read more on page 28.
With the spring open day season in full swing, on page 60, Samantha Dainty explores how families assess a school on a visit. Parents may be weighing up exam results, extracurricular opportunities and impressive facilities – but children are far more likely to trust their instincts, quickly sensing whether the school is the right fit for them.
Our awards campaign, the Independent Schools of the Year 2026 awards, which was sponsored by Schoolblazer in 2025, is back for the ninth year and you can read all about the categories and criteria required by our esteemed panel of judges on page 22. There’s a brand-new category for schools to enter this year: Independent School of the Year for SEND Provision. Visit independentschoolsoftheyear.co.uk for all the information on how to enter.
CLAUDIA DUDMAN, EDITOR
@ISParent
@IndependentSchoolParent
@independentschoolparent
Visit our schools directory where you can find details of hundreds of pre-prep, prep and senior schools from across the UK.
Woldingham School, Surrey
WHAT’S INSIDE?
THE GUIDE TO INDEPENDENT SCHOOLS • SPRING 2026
Nursery 2+
At this tender age, children are on the cusp of a school career that will span 16 years, finishing at 18. With exams and homework still a way off in the distance, right now, it’s all about developing a natural curiosity and learning through play.
Prep 7/8+
It’s all in the name with prep school: it prepares your child for senior and public school. As the 11+ and Common Entrance exams approach, education takes a decidedly serious turn as the hunt is on to find the right senior school for your child.
Sixth form 16+
Prepare to be amazed by the range of subjects from which pupils choose their A-levels or International Baccalaureate –from traditional disciplines like history and maths, to new ones like fashion. It’s crunch time and all in aid of securing a place at university.
Pre-prep 4+
Starting the year that your child turns five, small class sizes, dazzling teaching and stand-out facilities are what you’ll find here. It’s never too early to assess your child’s potential, and what better place to start than with a solid foundation at pre-prep.
Senior 11+, 13+
With GCSEs and the numerical grading system firmly in place, a clutch of A*s might just not be enough any longer. The pressure is on to secure a clean sweep of grade nines –a nine is a higher grade than an A* and is for those of exceptional ability.
9 In brief
All the latest news and developments
16 Added values
A spotlight on the various merits of an independent-school education
22 ISOTY Awards 2026
The Independent Schools of the Year awards campaign returns for its ninth year
24 All the feels
Different schools’ approaches to social emotional learning and self-regulation
28 Merged forces
School mergers and growing school groups are a sign of the rapidly changing industry
34 The rise of the school sports academy
Schools’ next-level sports provisions
38 AI in schools
10 schools harnessing the tech for good
42 Beyond the fees
Bursaries and scholarships can keep a private-school education accessible
PREPARE TO BE AMAZED BY THE RANGE of subjects from which pupils choose their A-levels or International Baccalaureate – from TRADITIONAL
50 The second act
Meet the professionals making a career shift into teaching
56 Added bonuses
DISCIPLINES TO NEW ONES
161 Northern Ireland & Republic of Ireland CONTENTS
DIRECTORY OF INDEPENDENT SCHOOLS
The extra benefits of independent school
58 Boy meets girl
The co-ed debate
60 Following their gut
How children process open days
63 An insider’s guide to enrolment
The application process, step by step
66 Movers and makers
Successful independent-school alumni
71 My career
Archie Watson reflects on his UKSA Superyacht Cadetship experience
Each chapter contains a map and listings of nursery, pre-prep, prep, senior schools and sixth forms 72 London 92 South East
South West 134 East Anglia
The Midlands
North of England
Scotland 159 Wales
IB ELIEVE
IN DOING THINGS DIFFERENTLY
Explore a different approach to academic excellence for children aged 2*–18 years. One that unearths talents, celebrates individuality and helps students go on to the best universities in the world. *conditions apply We accept applications all year round. Apply now! southbank.org
STUDENT
IN BRIEF
HEADTEACHERS
BEHIND THE SCENES AT THE MUSEUM
Stonyhurst, Lancashire
While the image of a three-year-old child holding the fossilised tooth of a woolly mammoth may sound far-fetched, it’s one that’s a wholly plausible part of a typical day at this Lancashire school’s estate, which is home to more than 70,000 historical objects.
With access to one of the oldest museum collections in the English-speaking world, Stonyhurst offers its students a curriculum like no other.
Sixth formers studying the International Baccalaureate Diploma programme can curate their own exhibition using these resources, alongside
A-level artists and biologists who take inspiration from the Waterton collection. A recent student-led exhibition, Womanuscripts, explored women’s roles in history through letters, recipes and theological manuscripts.
Curator Dr Jan Graffius and Museum Education Officer Esther Rollinson preside over its 100,000 books, manuscripts and artefacts spanning centuries and continents, ensuring that even the youngest pupils enjoy hands-on opportunities to explore history, art, literature and science through objects that bring learning to life and deepen understanding. s
All the world’s a stage
Francis Holland School Sloane Square, London
The school took its production of Shakespeare’s comedy A Midsummer Night’s Dream to the West End for a truly unforgettable performance at the Shaftesbury Theatre on 1 February. Every girl shone in character, from hilarious Bottom to mischievous Puck, while the audience’s enchantment and laughter reflected the dedication the whole cast had brought to rehearsals.
What a lineup!
Abbey College, Cambridgeshire
Industry leaders, academics and creative professionals gathered for an inspiring careers event aiming to broaden sixth formers’ horizons. Its sessions, entitled Success in Education Pathways, Pursuing Passions and Preparing for the Future welcomed diverse expert speakers, including a professor of material physics, a sports photographer and a stem-cell biologist.
It’s a flex
St Mary’s Gerrard Cross, Buckinghamshire
The all-through school is set to o er scholarships for promising gymnasts entering at year three from September 2026, and year seven from 2027, o ering access to expert coaching and a holistic education. This follows its various squads achieving national and regional titles, cementing the school’s reputation as a junior centre for gymnastics excellence.
Double first
Sherborne, Dorset
Identical twins Johnny and Tom have both been o ered places at Oxford. Head Boy Johnny is set to read history and politics at Magdalen College, while Chapel and Charity Prefect Tom will go on to study theology and religion at St John’s College. And if that isn’t extraordinary enough, the exceptional pair will join another pair of identical Old Shirburnian twins at the university.
BEST OF THE REST
• BOM DIA!
Ursuline Prep, E ssex
Children donned bright colours for a day dedicated to celebrating Carnaval. Starting with an assembly on the festival’s origins, dance workshops and music sessions experimenting with Brazilian samba beats followed.
• HOOP TO HOOP
Wrekin College, Shropshire
The school’s U19 netball team is celebrating having secured places in both the National Schools Cup Final at Loughborough University and the National Cup Final at the English Institute of Sport (EIS) in She eld.
• OARS UP
Surbiton High School, Surrey
The United Learning school group has purchased buildings at Harts Boatyard in Surbiton. The plan is for the site to become the home of the school’s highly successful rowing programme and an additional base for its sports provision.
• TRADE SECRETS
Mount Kelly, Devon
The boarding institute’s Mount Kelly Business School will launch in September 2026 as a bold new sixth-form model designed to prepare young people for the realities of the global business world and evolving demands of the workplace.
CHANGING PLACES
Headteachers on the move
Heidi Armstrong will take over as Head of LPS Mayfair and LPS Sixth in September.
St Helen’s College, London welcomed Sophie Green as its new Head in January.
Neil Seaton will take on the role of Principal at Dame Allan’s Schools, Tyne & Wear in September 2026.
This April, Stuart Turner will take over as the Head of Ballard School, Hampshire.
Aidan SproatClements will be the founding Head of Alleyn’s Hampstead, London in September 2026.
In September, Worth, Sussex will welcome Ben Pennington as its new Head.
Aces in the pack
Bede’s, East Sussex
Winning the School of the Year prize at the Tennis Sussex Lawn Tennis Association (LTA) Awards follows a landmark year for Bede’s Tennis Academy, as it was one of only four UK schools to have both its boys’ and girls’ teams qualify for the National Finals. Upper-sixth Jack Ford won the Brian Edwards award for the second year in a row, reflecting his rising profile in the sport, while alumnus and last year’s Wimbledon Men’s Double’s Champion Julian Cash took the Player of the Year crown.
The fantastic five
Ruthin School, Wales
Five remarkable students at the small, nurturing school (whose cohort numbers just 200) have secured Oxbridge offers for September 2026. Nav, Eric and John have been offered places at Cambridge to read medicine, computer science and natural sciences respectively, while Eden and Adi are set to read at Oxford.
Time to strike
St Edward’s Oxford, Oxfordshire Chelsea Football Club will bring its expertise to Oxford this year in partnership with the school, providing local children and grassroots clubs with a world-class coaching experience. Fulltime Chelsea FC coaches will be based at the school, enhancing its football programme while bringing sporting excellence to the wider community.
Positive mental attitude
Benenden, Kent
Eloise King, a 21-year-old alumna, competed in the Women’s Slalom at the 2026 Winter Olympics. The skier was also the flag bearer for the Hong Kong, China team at the Italy games, where she competed in the final races of her career. Upon retiring, she told younger peers “Work hard, persevere, have fun and you can do whatever you set out to do”.
Do it for Doddie
Dollar Academy, Clackmannanshire
An 11-strong team aims to raise £50,000 for Motor Neurone Disease research through the My Name’5 Doddie Foundation by undertaking the epic Doddie’s Triple Crown 2026 challenge, an ambitious 800-mile cycle from Melrose to Dublin in just four days.
Take your best shot
Ipswich High School, Suffolk
Year 13 student Matilda represented Team GB at the 2026 European Shooting Championship in Bulgaria. Competing in the U18 Women’s Air Pistol category, she qualified 11th in the Solo Match and took part in the Individual, Duet and Trio events alongside her GB teammates.
Give it some stick
Stephen Perse Cambridge, Cambridgeshire
The school’s U16 hockey team beat the competition to secure a place in the top-three teams in this year’s England Hockey Girls’ U16 Schools Vase Finals in Nottingham. This placing builds on last year’s fourthplace result and demonstrates improved teamwork and continued discipline.
BEST OF THE REST
• TRUE
GRIT
Beech Hall, Cheshire Junior and senior students alike showed serious confidence, resilience and determination when they recently took on the Beech Hall Tough Mudder Challenge, a course which took them up hills, along muddy tracks, and for the bravest, into the icy waters of River Bollin.
• COOKING
UP
Leighton Park, Berkshire
From September 2026, students will benefit from the Leiths Culinary School’s KS3 (year nines) and Co-Curricular Cookery programmes (year eights) as part of a new partnership with Leiths Education, instilling kitchen confidence and nutrition knowledge.
• BRAZIL
BOUND
Malvern College, International In a partnership announced at the British Consulate-General in São Paulo, the school group and Bossa Nova Edulink LTDA confirmed plans to open Malvern College São Paulo in the 2027/28 academic year. It’ll be the region’s first British heritage-branded school.
• CHORAL
SUPPORT
New Hall School, Essex
In a move reflecting its rich liturgical heritage and long-standing reputation for excellence in music, the school has become an Associate member of the Choir Schools’ Association, an organisation dedicated to supporting the education of choristers in schools, cathedrals and churches.
AN EDUCATION TO FIT YOUR
The trusted partner to families in London and across the world.
PIECE OF THE ACTION
You thought PGL was just for school trips? Think again! School holiday adventures await with PGL Kids’ Camps
Thrilling
This year, discover PGL Kids’ Camps – action-packed outdoor adventures created especially for children aged eight to 16.
Designed to get kids active, outdoors, and unplugged, PGL Kids’ Camps help young people rediscover the joy of the outdoors, build character, and strengthen wellbeing through movement, teamwork, and fun. With decades of experience delivering unforgettable residential trips, PGL is helping shape the next generation by giving young people the chance to challenge themselves, step outside their comfort zones, and build memories that stay with them for life.
PGL Kids’ Adventure Camps are bursting with fun, friendship, and discovery. Running throughout the school holidays, these actionpacked breaks include a selection from more than 40 exciting outdoor activities – from canoeing and ra building to abseiling, climbing and soaring along zipwires. Whether they’re conquering a fear of heights or mastering a new skill, kids can spread their wings, push their limits, and discover what they’re capable of in a supportive environment where achievements are celebrated and con dence grows.
PGL has earned its reputation as the UK’s most trusted name in outdoor adventure having provided activity holidays since 1957.
Every camp is led by experienced, enthusiastic teams who know exactly how to bring out the best in every child. Sta are experts at creating inclusive, con dence-boosting spaces where children feel safe, supported, and ready to embrace new challenges.
Parents can relax knowing everything is included: meals, accommodation, activities, and 24/7 pastoral support. From breakfast to bedtime, children are supported by caring teams who prioritise safety, wellbeing, and fun – leaving kids free to focus on what really matters: making friends, discovering new passions, and having the time of their lives.
Across the UK, PGL o ers nine Ofstedregistered centres, each set in a stunning outdoor setting. Choose from a brilliant variety of locations – whether it’s exploring the beautiful Su olk coastline at Bawdsey Manor, adventuring through the forests of Dalguise in Scotland’s “Big Tree Country,” or heading to one of PGL’s other breathtaking sites. Each centre delivers its own mix of thrilling activities and unforgettable outdoor moments that keep children talking long a er they return home.
Ready to create lifelong memories?
Enjoy 20% o Multi-Activity Kids’ Camps and UK Family Adventures in 2026, exclusively for Independent School Parent magazine readers, using code ISP26. Book by 30 June 2026 and travel by 31 October 2026. pgl.co.uk/ISP
FROM BREAKFAST TO BEDTIME, CHILDREN are supported by caring teams who prioritise safety, wellbeing and fun – leaving kids free to FOCUS ON HAVING THE TIME OF THEIR LIVES
outdoor challenges will build character and strengthen wellbeing
Great memories and new friendships will be made through daily adventures
Kids can build teamwork skills while having lots of fun with their new friends
Independent education
UCS junior-branch boys enjoy a friendly, caring and respectful learning environment
ADDED VALUES
Samantha Dainty considers the merits of an independentschool education, from individualised approaches, nurturing environments and a love of the lifelong pursuit of learning
My daughter is only two years old, but from the moment we found out we were expecting, I made it clear to my husband that if we were in a position to do so – and even if sacrifices were necessary – I would want to send her to an independent school.
It’s a decision many families are now weighing more thoughtfully than ever. Recent research from wealth management firm Saltus suggests that almost one in 10 high-net-worth families have removed their child from private school since VAT on fees came into force, while many more are considering doing so.
In many ways, independent education has become a buyers’ market: parents are scrutinising schools closely, asking sharper questions and thinking more carefully about what they’re really paying for.
When I first raised the idea with my husband, his reaction mirrored that of many other people’s: “Well, I didn’t go to private school and I turned out fine.”
And of course he did. Many people thrive in state education and there are excellent schools across the country. But “fine” is just that: acceptable.
Here’s the difference between us: I loved school. He didn’t.
I was fortunate enough to attend Stonyhurst College in Lancashire, a school whose sense of tradition, intellectual curiosity and community left a lasting imprint on me. My
memories aren’t simply coloured by nostalgia; my time at school shaped me in immeasurable ways and altered the trajectory of my life far beyond my grades.
That experience can be difficult to quantify, which is perhaps why the current debate around the cost of independent education – particularly in a post-VAT landscape – can feel so reductive. Parents understandably try to assess value in financial terms: is this really worth the investment?
“Is it really worth the cost?”
In an era of rising fees and increasing scrutiny, this question is both inevitable and legitimate.
But some of the most important moments in school life cannot be itemised on a fee statement.
For example, I remember standing in the chapel at Cranleigh School, years later when I was a teacher there, and thinking simply: I have never heard congregational singing like it.
Then there are the quieter moments that never appear in prospectuses: the steadying hand of a housemaster in a time of crisis, the reassuring conversation that changes the course of a difficult week, or the moment when a previously shy pupil finds the confidence to stand on stage.
These are the individual experiences that will shape young people most profoundly.
I WAS FORTUNATE ENOUGH TO ATTEND Stonyhurst College, a school whose sense of tradition, intellectual curiosity and community LEFT A LASTING IMPRINT ON ME
BALLARD SCHOOL, HAMPSHIRE
Students flourish here as part of a compassionate, family-like cohort
At Ballard School, one pupil’s journey illustrates this powerfully.
When Peter arrived in year eight after severe bullying at his previous school, he struggled to make eye contact and often found social interaction overwhelming.
Over time, with the support of staff and his classmates, Pete’s confidence grew so dramatically that he later stood before the whole school, running for Head Prefect. By his final Speech Day he walked onto the stage to receive the Headmaster’s Progress Award to a standing ovation.
Stories like Peter’s rarely appear in league tables, yet they capture something essential about the right educational environment.
INDEPENDENT SCHOOLS
ALSO OFFER greater flexibility in academic pathways. Many provide both A-levels and the International Baccalaureate, allowing STUDENTS TO CHOOSE THE PATHWAY THAT BEST SUITS HOW THEY LEARN
UCS, NORTH-WEST LONDON
Here, pupils are encouraged to discover their passions in a safe, supportive environment
At University College School in Hampstead, this individualised approach sits at the heart of the school’s ethos.
Headmaster Mark Beard describes a culture grounded in empathy, kindness and intellectual curiosity, where pupils shape an education around their interests and talents. With strong pastoral support and a broad curriculum o ering, the aim is that school should “leave an imprint in the heart and memory of pupils”.
“But I went to state school and turned out fine, didn’t I?” Absolutely fair.
But childhood has changed dramatically over the past generation. Today’s pupils are navigating a world of constant digital comparison, academic pressure and increasingly complex mental health challenges. In such an environment, the value of time, attention and support becomes ever more signi cant.
Independent schools o en provide smaller class sizes and a higher ratio of sta to pupils, allowing teachers to know their students deeply – not simply as names on a register, but as individuals with their own strengths, vulnerabilities and ambitions.
is individualised approach can be particularly important for pupils with additional learning needs. Many independent schools invest heavily in specialist support for dyslexia, ADHD or autism, with dedicated learning support departments able to tailor strategies for each pupil. For families navigating these challenges, the di erence between a child merely coping at school and genuinely thriving can be profound.
Independent schools also frequently o er greater exibility in academic pathways. Many provide both A-levels and the International Baccalaureate, allowing students to choose the structure that best suits how they learn – whether through deep subject specialisation or a broader interdisciplinary curriculum.
Pre-prep learning at UCS is based around the importance of community and charity
Ballard School’s choir and orchestra puts on Christmas carol concerts for friends and family
BEYOND THE SCHOOL DAY
St George’s Ascot provides flexible boarding and a supportive environment where girls grow in confidence, independence and academic ambition
LIVING AND STUDYING TOGETHER HELPS girls develop independence, time management and resilience, which are important skills as THEY PREPARE FOR LIFE BEYOND SCHOOL
For many families today, the choice between day school and boarding school is no longer as simple as it once was. Modern family life is busy, dynamic and o en unpredictable. Increasingly, parents are looking for schools that o er not only excellent academics but also exibility, support and space for their children to grow and to take advantage of all that is o ered beyond the curriculum.
At St George’s Ascot, boarding has evolved to re ect exactly that. e school o ers a range of exible options through its SGA Stays programme. Girls can stay for supper, enjoy occasional overnight SGA stayovers, board for some or all of the week during busy periods, or move towards full boarding as they grow older and more independent.
For younger pupils, a night in the boarding house can feel like an adventure; an evening spent with friends, fun activities a er supervised prep and the chance to develop con dence away from home. For families juggling demanding schedules, it can also o er valuable exibility during busy weeks.
As girls progress through the school, many choose to board more regularly, particularly in sixth form. Living and studying together helps them develop independence, time management
and resilience, which are important skills as they prepare for university and life beyond school.
Academically, St George’s combines this supportive environment with strong outcomes. Pupils bene t from small classes, fantastic facilities and a culture that encourages curiosity and stretch both in and beyond the classroom. rough a wide range of supercurricular opportunities, from academic societies and research projects to leadership programmes and competitions, girls are encouraged to explore their interests in depth.
e school’s SGA Futures programme further supports this journey. Designed to prepare pupils from the start of their senior school journey for the rapidly changing world beyond school, it helps them explore career
pathways, university choices and degree apprenticeships, while developing key skills in communications and critical thinking. is approach delivers impressive results.
St George’s pupils consistently achieve strong academic outcomes, with the school ranked among the top three per cent of schools in the UK in terms of GCSE progress and valueadded performance.
e setting itself plays an important role.
e school’s 30-acre campus provides space, fresh air and beautiful surroundings that support both wellbeing and focus. Yet just beyond the gates lies Ascot High Street, within easy walking distance for older pupils, o ering a taste of independence. Excellent transport links – including private school buses and direct rail connections to London – also make the school easily accessible for families looking for a day school with all the bene ts of a reimagined boarding o er.
At St George’s Ascot, education extends well beyond the classroom creating an environment where girls feel challenged and inspired, with the exibility to grow in con dence and independence at their own pace. stgeorges-ascot.org.uk
The SGA Stays programme allows families to take advantage of the school’s flexible boarding o er
St George’s Ascot sits amid 30 green acres
Girls are able to explore their passions through super-curricular activities
WHAT PARENTS ARE INVESTING IN IS AN environment. A school environment where teachers know their pupils well enough to guide THEM THROUGH TRIUMPHS AND SETBACKS
“You
could give your child a house deposit instead, couldn’t you?”
Of course you could. But a house deposit is not characterforming. It cannot teach resilience after losing a match, confidence after stepping onto a stage for the first time, or the quiet discipline required to practise an instrument for months before performing.
Independent schools often provide extraordinary co-curricular opportunities – not simply to produce elite athletes or performers, but to allow every pupil to discover where they belong.
In many schools, pupils wear their school crest with genuine pride. Being part of the netball fourth-team squad matters just as much as the first team, because the expectation is the same: commitment, effort and pride in representing the school. These experiences cultivate perseverance, teamwork and self-belief – qualities that last far longer than any qualification.
What parents are really choosing
Beyond school itself, many independent schools also foster powerful alumni networks, and this sense of lifelong community is part of the appeal.
Former pupils often maintain strong connections with their schools and are willing to offer guidance, work experience opportunities or career advice to younger students beginning their professional journeys – something that’s increasingly valuable in a world where careers are evolving rapidly, not least through the influence of AI.
Ultimately, parents choosing an independent school are rarely making a purely transactional decision.
What parents are investing in is an environment. A school environment where teachers know their pupils well enough to guide them through both triumphs and setbacks.
An environment where academic pathways can be tailored to suit different learners. Where opportunities exist not only to succeed in examinations but to discover passions, develop resilience and build friendships that last long after school has ended.
Perhaps that’s why conversations about value so often return to the same realisation.
Parents aren’t simply asking whether the investment makes financial sense.
They’re asking something far more human.
They’re asking whether their child might experience what I was lucky enough to feel: the feeling of loving school.
Senior
Celebrating excellence
Now in its ninth year, our awards campaign is back. Read on to find out how you and your school can enter the Independent Schools of the Year 2026 awards…
The Independent Schools of the Year 2026 is the flagship awards scheme from Independent School Parent magazine, celebrating the very best of the independent sector and the standout experiences schools offer their pupils.
This year, schools can enter one of 25 categories, covering academic excellence, pastoral care, sport and the arts. There are four regional awards celebrating the diverse nature of the sector and, new for 2026, the Independent School of the Year for SEND Provision. The aim is simple: to reflect the rich variety of school life and to highlight the many different ways success can be achieved.
For 2026, the judges are especially keen to hear positive, credible and inspiring stories of resilience from the front line about how schools have strengthened and reinforced their provision to secure the student experience they offer. They want entries that demonstrate – confidently and without apology – the educational, social and economic value of our schools to the nation and beyond.
Britain’s independent schools have long enjoyed a reputation for world-class standards. The task now is to show that this reputation is not a relic of the past, but a living reality – one that continues to deserve the confidence of parents at home and overseas.
As per the T&Cs, the awards are open to all independent schools which are members of associations which are themselves members of the ISC or COBIS. The judging panel is made up of leading educationalists, including membership association heads as well as headteachers, and chaired by Dr Helen Wright, international education advisor and a past vice-chair of the ISC.
Judge Julie Robinson and the panel’s Chair Dr Helen Wright catching up at the 2025 awards ceremony
Canford School won the award in new South regional category
Westbourne School’s team take a group selfie with their Best Use of Education Technology award
2026 AWARDS
This year the categories are
• Independent Pre-Prep School of the Year
• Independent Prep School of the Year
• Co-educational Independent School of the Year
• Independent Girls’ School of the Year
• Independent Boys’ School of the Year
• Independent Boarding School of the Year
• e British International School of the Year
• Small Independent School of the Year
• London Independent School of the Year
• Regional Independent School of the Year: South
• Regional Independent School of the Year: North
• Reginal Independent School of the Year: Central
• Independent School of the Year for SEND provision
• Independent School of the Year for Best Use of Education Technology
• Independent School of the Year for Student Careers
• Independent School of the Year for Outstanding Educational Partnerships
• Independent School of the Year for Diversity, Equality, Inclusion and Justice (DEIJ)
• Independent School of the Year for Sporting Achievement
• Independent School of the Year for Performing Arts
• Independent School of the Year for Student Wellbeing
• Independent School of the Year for International Student Experience
• Independent School of the Year for Contribution to Social Mobility
• e Marketing Award for Brand Communication
• Development Award for an Outstanding Fundraising Achievement
• Rising Star of the Year Award
Joint winners of the Independent Girls’ School of the Year award – St Helen and St Katharine and North London Collegiate School – pose together with their trophies
Monkton Combe won the award for Boarding School of the Year
UWC Atlantic with the award for International Student Experience
British International School of the Year winners Brighton Al Ain pose with their award
School of the Year and Outstanding Educational Partnerships award winners Haberdashers’ Elstree Schools pose with their two awards alongside Schoolblazer’s MD, Louise Crofts
Bolton School was named Independent School of the Year for Contribution to Social Mobility
ALL THE FEELS
Social and emotional learning is vital to school curriculums, aiding self-regulation from pre-prep upwards. Laura Sutherland uncovers a variety of approaches...
Happiness, frustration, anxiety, excitement and disappointment – your child is going to experience the full, technicolour gamut of emotions during their school career. However, understanding and navigating these big feelings doesn’t come as naturally. Luckily, most schools now integrate social and emotional learning (SEL) into all aspects of education from preprep age onwards, helping children acquire self-awareness, empathy, resilience, emotional regulation and the language to express their feelings. This tool kit supports their wellbeing, providing a solid foundation from which they can thrive in all aspects of their life, from the academic to the social.
There’s an array of effective approaches to SEL for young children, but the fundamental baseline is to ensure that they feel seen, heard and safe from the very beginning. If children don’t have that, “their education doesn’t have anything to hang off,” says Dr Jayne Symons, Head of Pre-Prep at Edgeborough in Surrey.
“The environment has to feel safe for them to be able to engage their brain to learn. Otherwise, they’re being led by the instinctive part of their brain.” In practice, this means an emphasis on acceptance: all feelings are validated and celebrated, and co-regulation is modelled by the school’s staff, who use calm voices, gentle body language and breathing techniques in the classroom. And in terms of
visuals? Classrooms that aren’t too colourful or confronting sensorily, with no demands on attention capture, save for perhaps a visual timetable that alludes to a soothingly predictable routine.
As pupils progress to prep school, Edgeborough’s teaching staff embrace neuroscientist Dr. Stephen Porges’ Polyvagal Theory to help pupils understand their emotional states, with Wise Owl Mr Bob, Busy the Tiger, and Tortoise Mr Tom labels being used by children to identify their regulated, fight-or-flight, and passive moods.
“As children get older, it’s about building a language, so they can let us know when their feelings do get intense to feel a sense of
“THE ENVIRONMENT HAS TO FEEL SAFE for them to be able to engage their brain to learn. Otherwise, they’re being led by the INSTINCTIVE PART OF THEIR BRAIN”
control. They’re given an extensive vocabulary to empower them in expressing emotions and managing behaviours,” Dr Symons explains. She says that emotional regulation has been a specific focus for Edgeborough’s teaching staff over the past three years as they seek to deliver increasingly complex insight to older pupils: “We label cauliflowers to teach children about the different parts of the brain and provide emotional literacy support assistants. Next year, we aim to provide brain development learning for Key Stage Two.”
Lancing Prep School at Worthing’s Head of Wellbeing and PSHEE Emily Brown, who’s also a drawing and talking therapist and mental-health first aider at the school, concurs
TIPS FOR PARENTS
Complement your child’s school’s emotional literacy programme
• Attend any regulation and behaviour workshops the school offers. A shared language avoids mixed messages.
• Encourage open conversations about emotions. This deepens safety around feelings.
• Model the values you want to see. Children learn a great deal from observing adults.
• Make suggestions on how you can support your child when they’re stressed out. This gives them choice and control.
• Ensure that they know that all feelings are acceptable, but some behaviours may be less so.
Sensory-rich Forest School helps Edgeborough’s pre-prep children develop self-awareness
Lancing Prep Worthing’s wholeschool approach to SEL develops throughout the prep curriculum
“BY GIVING CHILDREN THE KNOWLEDGE TO grow their self-awareness, awareness of others, and emotional literacy, they can develop SELF-REGULATION AND BUILD RESILIENCE”
on the vital importance of SEL initiatives in schools. “By giving children the knowledge to grow their self-awareness, awareness of others, and emotional literacy, they can develop selfregulation and build resilience. These are the foundations for positive, stable mental health and an understanding that all emotions are valid and okay to feel – especially in a world of increasing pressure and anxiety.”
In order to lay this wellbeing foundation for pupils, the East Sussex school has implemented Leah Kuypers’s Zones of Regulation scheme across the whole school, from nursery to year eight, with all members of staff receiving full training in the approach. Designed to provide knowledge and understanding that can be built upon and developed continuously throughout Lancing Prep School Worthing’s curriculum, students are taught about four zones – Go Slow (blue), Good to Go (green), Caution (yellow) and Stop (red) – which relate to emotions and energy levels. No one zone is good or bad, as each pupil relates to all of the zones, with Good to Go reflecting behaviour when they’re being their best self. However, each and every child also identifies which zone is their ‘normal’,
and this increases their understanding and self-awareness, enhancing their ability to adapt and help themselves. Teachers support this by validating emotions, encouraging a common language to name feelings and offering a regulation strategy.
While Strathallan Prep doesn’t adhere to a specific SEL theory, the Perthshire and Kinross school is nonetheless passionate about instilling and promoting emotional wellbeing through various aspects of school life that nurture the whole child. Resilience, confidence and compassion are qualities the prep school aims to inspire and foster in each and every
RECOMMENDED RESOURCES
Books and videos to help you guide your child’s SEL development
• The Neuroscience of the Developing Child: Self-Regulation for Wellbeing and a Sustainable Future Mine Conkbayir
• Early Childhood and Neuroscience: Theory, Research and Implications for Practice Mine Conkbayir
• There’s No Such Thing as ‘Naughty’: the Groundbreaking Guide for Parents with Children aged 0-5
Kate Silverton
• There’s Still No Such Thing as ‘Naughty’: Parenting the Primary Years – Simple Steps to Support Your Child’s Mental Health from 5-12
Kate Silverton
• Take Action on Distraction: the Definitive Guide to Improving Attention and Focus in the Early Years and Key Stage One Sam Wass and Dr Gemma Goldenberg
• The Explainer Series centreforearlychildhood.org/helpresources/the-explainer-series/
student, and this is achieved through a safe culture that makes children feel comfortable to share ideas, listen to each other, ask questions, try new things and make mistakes. Pastoral care is paramount, with each and every child supported in individual ways that reinforces confidence, kindness, respect and a strong sense of responsibility.
One of the Scottish prep’s stand-out initiatives outside the classroom is the Beyond the Bell programme, where sports and cocurricular activities support students’ emotional development, teamwork and sense of belonging.
Similarly, Edgeborough prioritises getting out of the structured environment with a healthy dose of Forest School for its youngsters, with every child finding a peaceful spot to tune into nature, identify bird song and take a pause.
“Modern life is hectic and packed with screens: as a result, children come in wired by life, so they need this calm, contemplative time,” says Dr Symons. “Ultimately, we have to meet children where they’re at to help them regulate – one might need to be out in fresh air, one might need a hug, and another might just need time out to curl up on a beanbag.”
Edgeborough uses the Polyvagal Theory to help pupils identify their emotions
KIND, AWARE, READY.
An education at City of London School is an education for the world ahead
At the heart of any great school lies – of course – excellent teaching and extensive opportunity. But it’s when these sit within a framework of clear, consistent values that education becomes truly transformative. At City of London School (CLS), three central values underpin everything the school does.
Kind
Kindness comes rst for a reason. is community cherishes individuality, challenges stereotypes and ensures every young person feels included and valued. Individualised pastoral care ensures each pupil is valued for who they are and encouraged to grow socially, emotionally and academically.
Located in the heart of London, the school is a diverse community of sta and pupils from all across the city. By embracing di erence and welcoming multiple perspectives, it fosters empathy, respect and a sense of belonging.
Aware
School shouldn’t be an ivory tower. CLS wants its pupils to be curious about the world around them and con dent in the role they can play
within it. Its exceptional location means that London is very much part of everyday school life. From the independence pupils develop through their daily commute, to unrivalled access to leading organisations across the capital, daily life here is dynamic and connected.
Careers insights, partnerships, visiting speakers, and volunteering ensure that learning is grounded in real-world context. e school’s “awareness” is reinforced by an exceptional co-curricular programme, allowing pupils to explore interests, develop new skills and contribute meaningfully to their communities.
Its extensive facilities – including outdoor playing elds at Grove Park, an on-site swimming pool, a state-of-the-art gym and sports hall – support both participation and excellence. Meanwhile, a longstanding culture of charitable endeavour has seen pupils raise £500,000 over the past ve years, demonstrating a genuine commitment to duty and service.
Ready
CLS is proudly and unashamedly academic, with a long-standing record of excellent exam results and progression to leading UK and international universities. Pupils are challenged, inspired and supported to achieve at the
highest level. Teachers routinely comment on the pupils’ desire to learn for its own sake, and that enthusiasm underpins strong pupilsta relationships, creating a sense of fun and enquiry both in and out the classroom.
Yet being “ready” means more than academic success. e world pupils will enter is evolving rapidly, and schools must anticipate the skills and mindsets required for decades ahead. From a bespoke embedded AI course, to a unique approach to design, computing and robotics (shaped by entrepreneurs and employers), learning remains relevant and rigorous.
e City Ready programme runs throughout the curriculum, supported by a fantastically resourced Futures team who guide pupils from career awareness to career readiness, even if the job that they might end up doing doesn’t exist yet!
Spend time with a CLS pupil and you’ll hear them speak with clarity and authenticity about what it means to be kind, aware and ready. ese values aren’t slogans; they’re lived principles that shape a broad and ambitious forward-looking education – one designed not only for success, but for signi cance. cityo ondonschool.org.uk
SPEND TIME WITH A CLS PUPIL AND YOU’LL hear them speak with authenticity about what it means to be kind, aware and ready. These values
Set between the Thames and St Paul’s Cathedral, the school lies in the heart of the capital
Pupils are enthusiastic about learning and enjoy good relationships with teachers
MERGING FORCES
As the independent-school sector goes through a period of rapid change, Elizabeth Ivens investigates the mergers providing smaller schools with a lifeline
The landscape of the UK’s independent schools is changing rapidly as economic woes, triggered by the government’s relentless attack on the sector, force consolidation and, in too many cases, closure.
But in among the doom and gloom, security and survival has come for many schools facing an uncertain future in the form of mergers.
News of such alliances, o en with smaller preps whose size makes them more susceptible to Labour’s VAT raid on fees and removal of business rate relief, has become a frequent occurrence.
For many schools, it’s a leap of faith when new or unknown school groups, some backed by overseas investors or venture capitalist funding, o er a lifeline.
But in an ever-evolving picture, many of the UK’s most famous schools including Rugby, Charterhouse, Winchester and Stowe have also stepped in to preserve some of the country’s most prestigious preps.
For prep schools, nancial stability, investment and access to a larger school’s facilities are an attractive proposition, while for senior schools, huge bene t comes in terms of preserving potential pipelines of future pupils, as well as in straightforward expansion.
Last September, Ashfold School in Buckinghamshire, became the most recent acquisition in the Stowe Group, which also includes preps Swanbourne House School and Winchester House School.
Head Mike Rickner said: “ e day of the independent prep school is sadly over. For Ashfold, joining Stowe was a chance to provide continued nancial stability and to be part of a local successful group.”
e Aylesbury school, always a traditional feeder to Stowe which is around 40 minutes away near Buckingham, still ‘retains day to day independence and we can put our own stamp on the school within the context of that group’, he explained.
As with the other prep schools in the group, it also feeds to other schools but is able to o er a ‘continuation’ discount to pupils who progress to Stowe.
Collaboration between all four schools is already proving bene cial for sta and pupils, said Mr Rickner, who became Head in September a er 15 years working at Stowe.
“I honestly haven’t heard anything negative. Access to Stowe and all its wonderful facilities, plus access to its specialist teachers and coaches is really powerful for our parents and pupils and the development opportunities for our teachers are invaluable.
“Heads are speaking, pastoral teams are speaking – it’s almost intangible but incredibly valuable.”
Praising the “partnership and support within the group’s prep schools”, he said: “It’s a really exciting time for us and the group of schools to see how we can push on education. Without doubt, the opportunity to bounce, magnify and experiment with ideas in relative safety is only going to improve those schools.”
Meanwhile in August 2025 in south London, Alleyn’s School took over 150-year-old prep Oak eld from the Education Development Trust. ▲
MANY OF THE UK’S MOST FAMOUS SCHOOLS, including Rugby, Charterhouse, Winchester and Stowe have also stepped in to preserve some of THE COUNTRY’S MOST PRESTIGIOUS PREPS
Ashfold was acquired by the Stowe Group in September last year
ALLEYN’S OAKFIELD HAS NOW BECOME WHAT Alleyn’s calls “the non-identical twin” of its existing junior school, which is on the same site as Alleyn’s senior, with ALL THREE UNDER THE SAME GOVERNING BODY
By doing so, it not only ensured the west Dulwich school’s future but also opened up new opportunities for its pupils.
Interim Head of the newly named Alleyn’s Oak eld Ali Wright said the schools were both an important part of the Dulwich community.
Alleyn’s Oak eld has now become what Alleyn’s calls “the nonidentical twin” of its existing junior school, which is on the same site as Alleyn’s senior, with all three now under the same governing body.
“ e idea was to align curriculum and vision as closely and as quickly as possible, but what Alleyn’s Oak eld retains as its di erence is that it’s a pure pre-prep and prep setting and slightly more intimate,” explained Ms Wright.
Not only has the school already bene ted from “enhancement to the curriculum and co-curricular o ering, enrichment programmes and a large expansion in sports provision” but there will also be “huge investment in very exciting building plans”, she said.
Meanwhile admissions at the school are now selective, in line with those of Alleyn’s, which has also expanded north of the river, partnering with two former Cognita schools to launch Alleyn’s Regents Park last September and Alleyn’s Hampstead, which is set to open later this year.
“ e truth is, the imposition of VAT on school fees, has made the entire market place a much more volatile and uncertain one, as we’re seeing play out across the country, sadly, with the closure of some. at’s not going to be the case for Alleyn’s Oak eld,” said Ms Wright.
Windlesham House School in West Sussex, one of the country’s oldest prep schools, joined the Charterhouse family of schools when it o cially became part of the school’s growing group last August.
Historic Charterhouse in the Surrey Hills already counts Edgeborough School in Farnham as part of the family, with Amesbury School in Hindhead set to join later this year.
Victoria Mason, Deputy Head Academic of Windlesham House, said
West Dulwich prep Oakfield has now become Alleyn’s Oakfield, maintaining its place and identity in the wider community
Alleyn’s has also partnered with two former Cognita schools in north London to make Alleyn’s Regent’s Park and Alleyn’s Hampstead
The Rugby School Group has now welcomed three prep schools into its fold, with Beaudesert joining soon
The Charterhouse school family counts Edgebourgh prep among its number
Bilton Grange is one of the prep schools acquired by the Rugby School Group
Since
“WHEN YOU SEE THERE HAS been a merger, actually there’s a great sense of relief that the schools ARE WORKING TOGETHER”
COMING TOGETHER
A broader look at the country’s independent-school mergers
that while the school was already nancially secure “the most important outcome is that the school is secure for the long term”.
“ e merger is a natural t: both schools share the same vision, ethos and approach, blending tradition with innovation. Importantly, Charterhouse recognised the value of Windlesham House retaining its day-to-day autonomy and its unique character,” she said.
As with Ashfold, bene ts also come “from increased specialist expertise and greater purchasing power both vital for cost e ciency today and investment tomorrow”.
And similarly, the advantages are already becoming clear with collaborations “on an exciting range of masterclasses in sport, science, history, robotics, drama and music – now taking place several times a month” and “teachers across both schools sharing best practice” while “support sta have begun implementing joint systems that increase productivity, reduce costs and improve information sharing”.
Ms Mason is realistic about the challenges facing schools: “Like all schools, we’ve been a ected by VAT on fees and the rising costs of business rates and national insurance, which have contributed to fee increases.
“ e merger has allowed us to reduce expenditure in several behindthe-scenes areas while protecting the quality of teaching, pastoral care and co-curricular provision.”
And there’s no doubt that for schools, parents and pupils, mergers with well-known and successful schools are undeniably preferable to an uncertain future.
Educational visions are more likely to align than mergers with commercial partners.
At Ashfold, Mike Rickner explained that Stowe’s “change-maker” ethos is now re ected throughout its group with “all four schools under the same banner”.
And at Alleyn’s Oak eld, Ali Wright re ected the opinion of many working in independent education, saying:
“ e sector is in such a state of ux. Educationally, when you see there has been a merger, actually there’s a great sense of relief that the schools are working together and supporting one another and bringing the best out of one another.
“It’s far better to hear of mergers than closures. For us at Oak eld, Alleyn’s has been a motivating and supporting presence rather than a domineering one.”
With mergers proliferating across the independent sector, notable recent partnerships include Beaudesert Park School in Gloucestershire which will become part of the Rugby School Group this July.
It means the future is bright for the co-ed prep school once attended by Princess Anne’s daughter, former Olympic equestrian Zara Tindall.
Rugby School, one of the UK’s most famous public schools established in 1567, already has three prep schools in its stable – Bilton Grange, Aysgarth School, and Old Buckenham Hall.
In March 2026, Sevenoaks School in Kent also added Bickley Park in Bromley to its ‘family’ alongside Solefield School and in the previous month, renowned prep Godstowe in High Wycombe became part of the Alpha Schools Group, which now owns 19 independent schools in the UK.
Last September, Winchester College helped to secure the future of historic prep Pilgrims, with which it has had a unique relationship for more than a century, as together they’ve nurtured some of the UK’s finest choral talent.
In the same month, all-girls’ school Benenden in Kent merged with Orwell Park School in Ipswich, while in Sussex, Lancing College took over Dorset House Prep.
Meanwhile, the Oxfordshire-based Radley Schools Group o cially launched in September 2025 and educates more than 2,300 children across the country at eight schools including at Beeston Hall, Cothill and West Hill Park.
August, Windlesham House School has been under the Charterhouse umbrella
THE BUSINESS OF FOOTBALL
This two-week residential summer programme in Manchester is designed for students aged 14 to 17 who are interested in exploring sport, business and leadership
For many families, the teenage years are when potential begins to take shape. Interests become serious pursuits. Strengths start to point towards future careers. And summer becomes more than a break, it becomes an opportunity.
Next Gen Man City: The Business of Football is a two-week residential summer programme in Manchester for students aged 14–17 who are curious about a career in the world of sport, business and leadership.
Delivered by Manchester City Sports Business School at the Etihad Campus, home of the mens’ and women’s first team, it offers something rare: genuine insight into how a global sports organisation operates behind the scenes.
This isn’t about playing football. It’s about understanding the business that powers the modern game.
Over an immersive fortnight, students explore how elite clubs build international brands, attract major sponsors, engage millions of fans and manage world-class events. They step inside the commercial, marketing and leadership functions that drive one of the most recognisable names in world sport. Through interactive workshops, collaborative challenges and industry-led sessions, they learn how strategy, creativity and innovation translate passion into performance off the pitch.
Each week includes 25 hours of structured academic content, designed to stretch and inspire in equal measure. Students are encouraged to think critically, present confidently and work as part of a team, skills that extend far beyond sport and prove invaluable in future GCSE, A-level and university applications.
Topics explored across the programme include:
• Sports marketing and sponsorship
• Event management and fan engagement
OVER AN IMMERSIVE FORTNIGHT, STUDENTS
explore how elite clubs build international brands, attract major sponsors, engage millions of fans AND MANAGE WORLD-CLASS EVENTS
• Sport finance and investment
• Athlete branding and digital strategy
• Entrepreneurship and business innovation
Beyond the classroom, participants gain behind-the-scenes access to the Etihad Stadium and City Football Academy, bringing context and credibility to everything they learn. They meet professionals working across the organisation and begin to see how varied and dynamic a career in sport and business can be.
The residential experience has been designed with both independence and reassurance in mind. Students stay in high-quality, en-suite accommodation in central Manchester, with all meals included and 24/7 on-site support. For families familiar with boarding environments, it offers a natural extension of that independence within a structured and secure setting.
Perfect for the summer – and the coming years – for students, Next Gen builds confidence, leadership and global awareness.
Attendees leave with strong communication skills, broader global awareness and a clear understanding of where their interests could take them. They leave with a certificate of completion from a respected institution aligned with one of the most innovative clubs in football.
In an increasingly competitive educational landscape, meaningful experiences matter. For motivated young people considering futures in business, sport, media or entrepreneurship, Next Gen Man City: The Business of Football offers a distinctive step forward and a summer that genuinely adds value.
Summer 2026 | Manchester, UK | Ages 14 to 17 26 July to 7 August 2026
Scan the QR code to learn more about the programme and begin the online application process. mancity.com/sportsbusiness-school/next-genman-city
Exclusive: There’s a 10% discount for The Guide to Independent Schools readers – just use code ISG10 at the checkout
THE RISE OF THE
SCHOOL SPORTS ACADEMY
Katie Hughes takes an inside look at the next-level sports provision emerging in independent schools
The nine rugby and 12 football pitches, three cricket squares, multiple cross-country tracks, golf course and floodlit Astro pitch at Worth School in Sussex are testament to the rich array of sports on offer to pupils. So too are the tennis and squash courts, fencing salle, multi-gym (and more).
Driving this diverse offering is a commitment to making sport accessible for all: a commitment that’s replicated right across independent schools. But to this, Worth has added yet another level of provision; its sports academies.
Providing “next-level” coaching and opportunities, Worth’s academies for cricket, golf and football cater for the very keenest. And, like their growing number of counterparts in the private sector, they’re adding more value than ever to an independent education.
Serious
about sport
Members of the Reed’s School Ski Racing Academy might be spotted on the snowy slopes of high-profile ski resorts, on the dry slopes of nearby Sandown, or on winners’ podiums at ski race championships all over the world.
Combining schoolwork with serious ski racing, these pupils are often selected for national and international events, in which they excel. And ski racing isn’t the only string to the Surrey school’s academy bow. Tennis, golf and swimming each have their own academies too, which celebrate championship wins on a regular basis and are endorsed by famous alumni, like current and former British no. 1 tennis players Jack Draper and Tim Henman OBE. Similarly high-profile is Millfield’s Football Programme. Led by 12 UEFA A- and B-licensed coaches (equivalent to
COMBINING SCHOOLWORK WITH SERIOUS SKI RACING, these pupils are often selected for national and international events, in which they excel. And ski racing ISN’T THE ONLY STRING TO REED’S SCHOOL’S BOW
Reed’s School’s Tennis Academy is endorsed by British No. 1 men’s players past and present
Reed’s Ski Racing Academy travels to ski resorts and sports championships all over the world
Reed’s Golf Academy members enjoy professional guidance coaching at local course Burhill
Ex-Olympian Craig Gibbons has been Head Coach of Reed’s School’s Swimming Academy since 2022
Strathallan’s Rugby Academy nurtures talented players from prep to professional careers
Millfield’s promising footballers enjoy training similar to that of an English league club’s youth academy
an English football league youth academy) and enabled by 11 regular and one premier-league-academy-standard first team pitch. The programme is just one of many elite sport pathways for pupils at the Somerset school, which has sent 17 footballers to USA NCAA universities in the last three years and boasts alumni who’ve competed at professional, Olympic or Paralympic level.
Strathallan in Perthshire has also educated Olympians and offers its talented girls and boys chances to shine in rugby, tennis, swimming and shooting academies. Scotland’s only school with a purpose-built clay pigeon shooting range, it was last year’s UK Schools Shooting Champion and complements world-class sports facilities with finely tuned support therapies, which include ice baths and infrared healing pods.
The holistic approach
Some school sports academies limit membership to sports scholars and pupils performing at county or national levels. Others look for potential and aspiration. But most typically provide pupils with 360-degree provision with everything from small-group coaching and strength and conditioning
sessions, to physiotherapy, psychology and nutrition advice. Academy swimmers at Strathallan, for example, get tailored food plans from a qualified nutritionist. Footballers at Worth get individual development programmes. And top tennis players at Reed’s get up to two daily coaching sessions.
As Andrew McBride, Headmaster at Lancashire’s Rossall School explains, “Sports performance sits within a wider culture of routine, recovery and belonging, where pupils feel supported as people first.” It follows that members of Rossall’s football and golf academies have their training aligned with consistent sleep habits, structured recovery and psychological support.
Integral to this, says McBride, is recognising that “adolescence is a period of intense neuroplastic change: the brain is refining connections and improving efficiency, and much of that adaptation happens during sleep.”
Crucially, academy students are expected to work hard at their studies too. Worth describes its academies as “vehicles for combining a first-class academic education with outstanding sports programmes”. Reed’s creates bespoke study schedules for pupils competing away from the school site. And at Millfield, there are flexible approaches
Strathallan’s Swimming Academy offers nutritionist-devised fuelling plans tailored to each swimmer
Strathallan also offers yearround golf training led by PGA coach Gregor Wright
Millfield’s Football Programme has sent 17 players to USA NCAA universities in the past three years
Evan Davidson, former member of Strathallan’s Swimming Academy, has won medals at the European Youth Olympic Festival and Commonwealth Youth Games
MAX MORGAN - REED’S SCHOOL
Upper-sixth student Max is a sports scholar and member of the school’s Swimming Academy. He swam at the 2025 World Aquatics Championships and beat tripleOlympic champion Adam Peaty at the 2026 Edinburgh International Swim Meet
When did your love of swimming start?
When I was about seven, my Dad signed me up for a local swim club. I found I had a talent for it and ended up winning the club championships. Then I joined Reed’s in year seven from a local primary school and it was great to go to a school that had a pool and an excellent swimming programme: that ramped things up for me. I won the British Championships not long after this.
What was involved in your academy selection?
The Swimming Academy at Reed’s was established a couple of years after I joined, when the former GB Olympian swimmer, Craig
Gibbons, became Head Coach. Reed’s already had successful sports academies in tennis, ski racing and golf, so I guess it was easy for the swimmers to work on the model that had already been set up. But I’d already proved myself, so I was straight into the academy!
How do you juggle swimming commitments with schoolwork?
Basically, I have to be really well organised. I use my free periods at school productively and structure a lot of my academic work at weekends. If I’m away at weekends swimming in
competitions, the teachers are really supportive and give me extensions on certain work deadlines.
What’s the best thing you’ve gained from the academy? It provides me with huge motivation to work hard and a great team ethos. It also means I want to do well for my other team members and also for the school.
And, finally, your swimming dream for the future? I’d like to swim for GB in the Olympics! I’m hoping to go to Bath University next year to study economics and to join the swim team. After Bath, I may go on to do a Master’s in the US at somewhere like Stanford, but that’s a long way off.
CRUCIALLY, ACADEMY STUDENTS ARE EXPECTED TO work hard at their studies too. Worth describes its academies as “vehicles for combining a first-class academic education WITH OUTSTANDING SPORTING PROGRAMMES”
to learning, such as three-year A-levels, so students can achieve their best in both sport and academic work.
Learning from the best
The coaching calibre is, of course, high in academy-style programmes. Take Reed’s, whose Performance Head Coach is a former record-holding Olympic swimmer. Or Strathallan, whose Director of Football was a Premier League player. Or Millfield, which has five Olympians on its teaching teams.
After getting to the top of their own sports, coaches like these understand the diverse needs of youth development. And they embrace the value of complementary technology too. For instance, GPS monitoring is used to show factors like workload and distances covered. Force plates can measure jump performance, rate of force development and asymmetries. And timing gates can provide precise data on
speed, acceleration and deceleration.
Of tools like these, Rossall’s Andrew McBride explains, “Technology is a valuable component of the performance puzzle because it helps us understand each student more clearly and support them more personally.” But he emphasises that dense data only has value when it’s decoded into language students can understand and act upon, saying, “Our coaches analyse the information, so the data can shape individual programmes and help pupils see their own progress.”
All this confirms just how far schools will go to drive sporting talent. And this bespoke approach paves the way for life beyond school, like professional sport, scholarships at top UK and US universities, or just a lifelong appreciation of sport.
As British and Irish Lion Zander Fagerson, says: “I wouldn’t be a rugby player today if it wasn’t for the help and guidance I received during my time at Strathallan School.”
in schools AI
From enriching learning to strengthening pastoral care, AI is now part of the educational landscape. Here, we spotlight 10 schools harnessing this new technology for good
1EMANUEL SCHOOL
Empowering teaching sta and students
Emanuel School has embraced AI as an inevitable and valuable part of modern learning. Its approach began with sta empowerment through a dedicated AI guide and the Tech4Teachers group, helping teachers understand e ective, ethical AI use. This foundation enabled clear guidance for pupils on when AI supports learning and when it risks undermining it. A student-facing guide and assemblies promote positive, responsible practice, while a promptwriting competition revealed impressive, mature use among pupils. By focusing on positivity rather than restriction, Emanuel School is building a culture where AI programmes enhance teaching, learning and student independence.
Pupils took part in a promptwriting competition, a positive approach to AI ‘s evolving use
2 4
SHERBORNE SCHOOLS
Honouring Alan Turing’s legacy
Timed to mark 100 years since Alan Turing arrived here, SherBot is approaching its commercial launch. Created in-house, it combines safe, guided AI chat with powerful teaching and learning tools, including assessment workflows and curriculum resource creation, all linked to pastoral safeguards. At its heart is City of Character, a gamified merit system rewarding students for demonstrating curiosity, empathy, integrity, reliance, respect and service: Shirburnian virtues. SherBot raises standards, strengthens character and adds fun to the timetable.
Next? A new centre, annual conference, AI education for neighbouring schools and a second AI-powered app, Turing Tutor.
TUDOR HALL
Using AI to empower girls AI is embraced across not just teaching and learning, but also operations, the co-curriculum and pastoral and student development. Adaptive platforms like Sparx Maths and Sparx Science support personalised learning, while teachers flex their Co-pilot skills to challenge every pupil, along with e cient curriculum planning, embedding quality and consistency into the development of learning materials. Ethical, critical and responsible use of AI is part of the school’s pastoral IMPACT programme, encouraging girls to evaluate AI outputs, building judgement and deeper thinking.
HAILEYBURY
AI fluency for children, teachers and parents
Haileybury prepares pupils for an AI-centric world through its Digital Innovations curriculum. These lessons teach practical AI proficiency and the rigorous critical evaluation of machine outputs. Pupils study the mechanics of deepfakes, data bias, and the requirements of academic honesty. Haileybury extends its expertled lectures to the wider community. Sta and pupils refine skills with weekly training sessions, while parents access technical fluency sessions. These e orts earned Haileybury the Good Future Foundation’s Gold AI Quality Mark.
Students at Hailebury learn about the ethics required to engage with AI and its output
Tudor Hall uses Sparx Maths and Sparx Science to support personalised learning levels
BRYANSTON
Reverse-prompt engineering experiments
AI education demands an ongoing conversation with young people that sits well beyond the confines of any one academic discipline. Students engage with Bryanston’s AI programme: Let’s Talk About It – protected time to explore the myriad opportunities and challenges that AI raises. In the classroom, students experiment on safe, approved platforms with reverse-prompt engineering: they might ask the algorithm: ‘You’re a year 11 history student studying the outbreak of WW1. Ask me questions to help you understand the topic. Your questions should get progressively harder and harder…’
HABERDASHERS’ ELSTREE SCHOOLS
Using AI to solve problems in the real world
The schools’ approach to AI is rooted in their purpose: to empower young people to have a profound impact in the world. The schools support students to be more than passive users of AI, rather active makers who use AI to solve realworld problems. Students are tasked to think critically about AI: how algorithmic bias affects outputs; how deepfakes affect what they think of as reliable. More than anything, the schools respond with a curriculum cultivating what is best about humans. They’re delighted to have recently been awarded the Gold AI Quality Mark from the Good Future Foundation.
ACROSS THE CURRICULUM, PUPILS ENGAGE WITH AI through creative apps, coding, immersive technologies and digital tools that deepen understanding and DEVELOP FUTURE-READY SKILLS
KING’S WORCESTER
Harnessing AI for creativity
AI is integrated across teaching and learning to enhance personalisation, creativity and efficiency. Teachers use AI-powered tools for planning, realtime assessment and data-driven insights. Pupils benefit from AI-supported platforms and tools like OneNote to collaborate, access resources and receive tailored support. Across the curriculum, pupils engage with AI through creative apps, coding, immersive technologies and digital tools that deepen understanding and develop futureready skills. Just as vitally, pupils are equipped to understand the various risks of AI.
Haberdashers’ Elstree students are asked to think about AI and its algorithms critically
Pupils at King’s Worcester use tools such as OneNote for resources and support
Using the Bryanston Method, students explore the various challenges of using AI apps
DLD COLLEGE LONDON
Chatbots are cast as helpful study aids
The college integrates AI to strengthen learning, not replace teachers. Chatbots offer academic support by explaining concepts, generating practice questions and helping students refine essays, always encouraging critical thinking rather than passive use. Access is secure and guided, with students being taught how to prompt effectively, verify accuracy and understand AI’s limitations. Teachers use AI to create quizzes, model answers and differentiated tasks, freeing time for personalised teaching. Clear policies uphold academic integrity, positioning AI as a study aid. By embedding AI responsibly, the college prepares students for exams and a future demanding digital fluency, critical thinking and ethical awareness.
CHATBOTS OFFER
ACADEMIC SUPPORT BY explaining concepts, generating practice questions and helping students refine essays, always encouraging CRITICAL THINKING RATHER THAN PASSIVE USE
YORK HOUSE PREP SCHOOL, HERTS
Firing up children’s imagination with video AI Teachers have recently used AI to explore the potential of visualising the innovation stage of Pie Corbett’s Talk for Writing after students shared their own ideas of alternative endings to wellknown stories. Year-four teachers also used AI to expand student engagement when creating their own versions of Fantastic Beasts (and Where to Find Them). Being able to visualise imagination is a powerful tool in inspiring students to write.
The prep has also seen benefits to using video AI. When reading The Butterfly Lion by Michael Morpurgo, students were able to use AI tools to visualise the period it was set in, as well as use the supplied transcripts to support their writing.
BERKHAMSTED, HERTS
Helping pupils build personalised and ethical study tutors
Berkhamsted views AI as an enhancer of human thought, but not a replacement. Pupils are encouraged to use AI when preparing for examinations, but it’s not permitted in high-stakes assessment. They generate retrieval practices, stretch tasks and get formative feedback, while sixth formers use it as a personalised tutor. However, ethical AI framework remains key, and every pupil is explicitly taught how to use, question and critique AI systems responsibly to ensure that they don’t accept outputs uncritically. Sixth form AI ambassadors lead information sessions with younger years, and every pupil completes an online AI safety course.
At York House Prep, AI is used to feed youngsters’ imaginations
AI is used to aid exam preparation at Berkhamsted
Beyondthe fees
Tracey Davies looks at how bursaries can keep a private-school education accessible to parents
Better exam results, pastoral care and access to a plethora of sports, and extracurricular clubs, providing an independent education for your child is still the dream for many parents. But with rising living costs and fees adjusted a year a er VAT kicked in, family budgets are being increasingly stretched.
As a result, more parents are asking questions about where their money goes and the value they get on their
investment. Luckily for families, schools are seriously stepping up. Many now have exible payment plans, are nding additional savings and o ering more bursaries to help keep the sector accessible to all.
While much has been written about rising school bills, less reported is the fact that independent schools can now reclaim VAT on various taxable costs such as building works, refurbishments, IT systems, professional services, and even school trips.
Malvern College o ers prestigious cricket scholarships for talented players in the 13+ and 16+ age entry categories
“FIVE OUT OF EIGHT OF OUR MOST recent Head Girls were bursary recipients, which shows the transformative impact SUCH SUPPORT CAN HAVE”
These savings have allowed many school bursars to put bucks back into the budget, which help keep the term fees steady but also expand their bursary funds, which can ease the hit for parents. As a result, independent schools are working towards delivering more value for parents in the long term.
Number crunching
Across the country, schools are reviewing their costs and finding more creative ways to ease the burden for families. Some have introduced payment plans that spread termly invoices more evenly across the year, while others are reassessing optional extras such as transport, meals, uniforms and school trips.
For many schools, reclaiming the VAT has allowed them to invest in their digital infrastructure or building works without passing the cost on to families. At Ampleforth College in York, Bursar Rowland Hills says that keeping fairness at the centre of policy decisions has been crucial.
“We incorporate reclaimable VAT into our annual planning to keep our fees as low as possible. We review all bursaries annually and have increased support to existing bursary holders who are unable to afford the higher VAT fees, thanks to generous donations to our hardship fund,” he explains.
“We’re often able to help with boarding fees. And we have a dress code rather than a uniform, which allows the cost of school clothing to be controlled by parents. After recently agreeing a new deal with our sportswear provider, we’re able to offer reduced prices or free sports kit to bursary recipients from this September.”
Bursaries can open doors
One of the best ways independent schools help more families afford places is with bursaries. These means-tested awards, often reviewed annually, can range from small reductions in fees to full – sometimes more than 100% –awards that cover uniform, trips and boarding costs.
“Like many other schools, we’ve seen an increase in demand for bursarial support,” says Keith Metcalfe, Headmaster at Malvern College, Worcestershire. “We use an independent third party to ensure awards are made strictly on the basis of evidenced affordability,” he explains. “Academic potential and the student’s extracurricular contribution are also considered, since the number of applications exceed the resources available. Some bursaries will include help with uniforms or trips, and even boarding costs if it’s in the pupil’s best interests.”
At Woldingham School in Surrey, Director of External Relations, Camilla Mair says that 9% of their pupils currently receive bursary support, and nearly a fifth of those have 100% and more bursaries. “Much of our bursary funding comes from philanthropic donations. Five out of eight of our most recent Head Girls were bursary recipients, which shows the transformative impact such support can have.”
However, the application process can be intense. Many schools use independent means-testing consultants, which can be rigorous and families need to approach it in good faith and with full documentation ready. Like most schools, Woldingham re-evaluates its bursary provision annually, adjusting for cost pressures and donor funding levels. “We
Ampleforth has reassessed its bursary provision in line with higher VAT fees, and has a dress code rather than a uniform to help save further costs
60 Bradford Grammar School students benefited from Assisted Places Awards in the last school year
CASE STUDY
HOW I DID IT
Year 13 student Zinedine Meah joined Bradford Grammar School in year seven with an assisted place. Set to study classics at Cambridge, he reflects on his experience
How much did you know about school bursaries before applying?
Not much, to be honest. All I really knew was that they were a way of making it easier for my parents to afford the school fees. But I definitely knew that it would help my parents massively if I managed to be successful, so it was something I really set my mind to.
When did you apply?
In December of year six, when some of my friends started talking about the secondary schools they were looking at. I hadn’t given my options much thought at that point, but I’d already been to the open day at BGS and absolutely loved it. I thought it wouldn’t hurt to apply to such an amazing school.
How easy was the process?
There was a lot of paperwork and forms to fill in, but the school did everything they could to help. They kept in clear communication with my parents about what needed to be done and when, and were always available to answer any questions.
As for the entrance exams, the work involved wasn’t anything far beyond what I was already doing in class. There was nothing in the papers I’d not seen before, the key was simply not to panic, to take my time and stay calm.
For me, the easiest part was the practical element of the assessment, which tested teamwork and social skills.
of financial support for the fees. This involved the usual paperwork and financial information, as well as a visit to our home to speak with my parents.
That conversation helped the school get to know them and understand more about me as a person first and foremost, rather than focusing purely on academic results. It showed how much they value well-rounded students.
“IT’S IMPORTANT TO REMEMBER THAT SUCCESS at BGS isn’t just about being good at tests. Communication and interpersonal skills matter as well. Those aren’t things YOU CAN SIMPLY LEARN FROM A TEXTBOOK”
It was really just a case of being yourself.
How difficult was it to secure a bursary?
It certainly required preparation and effort, but the process felt fair. The school looked not only at academic ability but also at communication and interpersonal skills, which meant there were different ways to show your strengths.
Did the fee assistance last throughout your schooling?
Yes. From when I joined in year seven all the way through to my final year in year 13. It has supported me for my entire time at BGS.
What do you think helped your application?
Both studying and
socialising. Working hard definitely helped with the maths and English parts of the entrance exam, but it’s important to remember that success at BGS isn’t just about being good at tests. Communication and interpersonal skills matter as well.
Those aren’t things you can simply learn from a textbook. They come from being friendly, outgoing and willing to speak with different people, which is what BGS tested during the practical part of the entrance process and what they are looking for in prospective students.
What kind of checks did the school make?
The school also needed to ensure that my parents received the correct level
What impact has receiving a bursary had on you?
Quite simply, it made it possible for me to attend BGS. And the school has given me far more than I could ever put into words.
It’s not just the academic rigour the school instils in you, but also the importance of being articulate, polite and thoughtful in day-to-day life. The opportunities available are also far beyond what you might find in most schools.
I’ve been able to perform in concerts, speak in school assemblies, things I might never have had the chance to do otherwise. These are skills, experiences and memories I’ll carry with me for life, and they’re all thanks to the bursary I was generously awarded seven years ago.
Pupils are encouraged to collaborate on a wide variety of projects
At its heart, St Piran’s is a family school. Despite being one of the largest independent prep schools in the country, there is an unwavering focus on the individual child. Small class sizes, a strong culture of kindness, inclusion and respect, and a holistic curriculum create an environment where every pupil is known, valued, and encouraged to ourish. e school’s breadth across academics, sport, science, and the arts ensures children have the scope to discover and develop their strengths, nurtured and
challenged in equal measure.
Great teaching at St Piran’s is rooted in care, enthusiasm, and genuine understanding of both their pupils and the curriculum. eir teaching sta know where a child is in their learning and what they need next, creating an atmosphere in which pupils feel guided, motivated, and inspired. is belief sits at the core of the school’s approach to learning.
Education continues to evolve, and St Piran’s embraces this evolution with intention. Alongside navigating developments such as AI, the school places equal importance on fostering children’s understanding of the natural world. Its pioneering work with the Harmony Project has helped shape a curriculum that encourages deep thinking, meaningful connections and a sense of purpose.
One of the most rewarding aspects of school life is the daily connection with their pupils. rough assemblies, classroom visits, pupil parliament and school councils, these moments provide insight into children’s ideas,
ITS PIONEERING WORK WITH THE HARMONY Project has helped shape a curriculum that encourages deep thinking, meaningful CONNECTIONS AND A SENSE OF PURPOSE
St Piran’s is shaped by a deep sense of community
Teaching is rooted in care, enthusiasm and an understanding of pupils
FAMILY VALUES
A focus on the individual where every pupil is known, nurtured and valued is at the heart of a St Piran’s school education
perspectives, and creativity. Watching pupils grow in con dence, and seeing them transition successfully to their senior schools, is among the greatest privileges of working at St Piran’s. ey are a school shaped by a deep sense of community, purpose and warmth, led since 2019 by the Head, Mr Sales, whose career has spanned education, leadership and even a decade in television production. His previous work in digital media helped spark a lifelong interest in innovation and learning, which continues to in uence the school’s forwardthinking approach. As both a parent of two St Piran’s alumni and an educator of more than 20 years, he brings a uniquely personal and professional understanding of what a broad, creative, and nurturing education can o er.
Parents exploring schools are encouraged to trust their instincts and give their child time to experience the environment rsthand. A genuine sense of belonging is o en the clearest sign that the school is the right t. As an inclusive school that embraces neurodiversity, St Piran’s works closely with families and specialists to ensure every child feels con dent, well supported, and able to thrive. To request further information, or to book a personal tour, please contact our Head of Admissions, by email admissions@stpirans. co.uk or phone on 01628 594302. stpirans.co.uk
SANYA HALEEM, WHO JOINED BGS ON AN assisted place in year seven, is now studying medicine at Cambridge. She credits BGS for academic support AND OPPORTUNITIES BEYOND THE CLASSROOM
have noticed a real shift. Applications for low-level, 10–30% bursaries have decreased since the VAT change. Families in that bracket are being priced out, as the support they qualify for would only cover the VAT itself,” says Mair.
At Bradford Grammar School (BGS) in Yorkshire, Bursar Homera Najib describes bursaries as central to the school’s mission, not discretionary extras. “Our means-tested Assisted Place Awards are embedded in our ethos,” she says. “Demand is higher than ever. During the 2024/25 school year, 60 pupils benefited from awards representing £680,000 in support, and we raised £1.3m toward our 1662 fund to sustain and grow access.”
The most important thing for parents is to have early, open dialogue suggests Homera. “We have a confidential, transparent and thorough process to ensure that our means-tested support is directed where it’s genuinely needed. Families who communicate openly help us deliver the highest impact.”
One recent success story is Sanya Haleem, who joined BGS on an assisted place in year seven and is now studying medicine at Cambridge. Supported by Sovereign Healthcare and the school’s university preparation programme, Sanya credits BGS for both academic confidence and opportunities beyond the classroom. “What’s really special about BGS is the enthusiasm of the teachers,” says Sanya. “I’ve gained so much confidence and had experiences I wouldn’t have had elsewhere.”
Scholarships and charitable support
Alongside bursaries, scholarships are another way in for pupils with outstanding academic, sporting, musical and artistic abilities. Aside from some savings on fees, being
HOW TO SECURE A BURSARY – KEY QUESTIONS TO ASK SCHOOLS
When it comes to affordability, the most important step parents can take is to engage with schools early. At school open days, discuss the levels of support available with the bursar or admissions teams. Knowing the process and timeline will help families prepare and submit strong, timely applications. Here are a few questions to keep in mind...
• What bursary or assisted place schemes are currently available, and how is eligibility assessed?
• When do applications open and close, and what documents will I need to provide?
• Does the school partner with an external means-testing firm?
• Can bursaries cover extras like uniforms, trips or boarding costs?
• Are there sibling discounts, phased payment options or hardship funds available here?
• How often are bursary awards reviewed, and what happens if family circumstances change?
• Is the bursary fund supported by donors, and does this affect longterm sustainability?
awarded a scholarship is tangible recognition for a pupil’s outstanding achievements.
Charities, armed forces schemes and legacy funds from alumni or school patrons can also be a means to accessing an independent education. The Rank Foundation’s School Leadership Award is one such example. Running since 1978, it provides financial assistance to sixth formers from both state and independent schools who demonstrate exceptional leadership potential. Partnerships like these offer alternative pathways for parents to access an independent education for their child.
Despite the higher costs, parents are still drawn to the benefits an independent education provides – smaller class sizes, round-the-clock pastoral support and an extensive co-curricular programme of sports, music and the arts –but also life skills like confidence, emotional intelligence and social engagement. And in the face of rising costs, consider the words of English poet George Herbert, who proclaimed “where there’s a will, there’s a way...”
THRIVE AND STRIVE
Pastoral care and wellbeing are central to the ethos of Chigwell School, Essex, creating an environment where pupils are nurtured to flourish in every way
Idyllically set within 100 acres of rolling greenbelt countryside, yet with glorious views of the city of London, Chigwell School o ers a leafy, spacious environment that inspires pupils to grow and learn. A summer visit here reveals a joyous spectacle: pupils running, playing sport, or simply enjoying time with friends amid beautiful grounds. With such space and freedom to connect, it’s easy to see why they feel so at home here.
At Chigwell, wellbeing isn’t just a priority: it’s the foundation of its entire educational philosophy. It’s known that happy, con dent children thrive both academically and socially, and this conviction drives Chigwell is commitment to creating a nurturing community where every pupil feels valued and understood.
STUDENT VOICE IS CENTRAL TO the ethos here. Pupils help shape school culture through leadership ROLES AND STUDENT COUNCILS
Every pupil bene ts from the support of an outstanding pastoral team that helps them feel safe, supported, and ready to ourish. e house system fosters close relationships and a sense of belonging, while an innovative wellbeing curriculum equips pupils with practical tools to navigate an ever-changing world. rough the Five Pillars of Wellbeing (emotional, career, social, nancial, and physical) strategies that build resilience, con dence, and informed decision-making are taught.
Alongside a dedicated pastoral team and wellbeing curriculum, pupils have access to a purpose-designed Wellbeing Room, a calm, supportive space where they can take time out, re ect, or seek help when needed from the counselling team. is is complemented by the peaceful chapel, which provides space for quiet contemplation and regular services that nurture spiritual wellbeing, led by a Chaplain. Additionally, a wide range of faith-based societies ensures that pupils of all backgrounds can explore and celebrate their beliefs, fostering understanding within this diverse community. Student voice is central to the ethos here. Pupils help shape school culture through leadership roles, Student Councils, and even participation in sta interview panels. ese
instances empower them to in uence decisions, share perspectives, and take ownership of their community, from leading charity initiatives to shaping school policies.
However, what truly sets Chigwell apart is its rm belief that pastoral care is a shared responsibility strengthened through partnership with parents. Research shows that when parents and schools work together, pupils bene t academically, emotionally, and socially. is partnership is fostered through initiatives such as Chigwell Conversations, an events programme designed to engage parents in meaningful dialogue about issues that matter to families today. is make parents feel informed, empowered, and connected, not just to the school but to a network of experts and fellow parents. Education works best when school and home work hand in hand. At Chigwell, parents are active partners in their child’s journey. is collaborative approach strengthens the sense of community that de nes the school and ensures that every pupil is supported to thrive. It honours almost 400 years of Chigwell’s de ning values: community, care, and collaboration. chigwell-school.org
Pupils are able to make the most of Chigwell School’s 100 acres of verdant playing fields and grounds
Students here are supported to flourish in every possible way
Chigwell students are empowered to help shape school policies
Strong relationships are fostered through the school’s house system
Children’s happiness is of paramount importance here
THE SECOND ACT
As a rising number of professionals turn to a new career in education, Elizabeth Ivens speaks to four teachers who have happily and successfully made the switch from their respective industries to the classroom
Hattie Yeates’ PR background makes her an excellent communicator, ideal for her role as Head of Juniors at Cottesmore School
Changing career for a more fulfiling life has led an increasing number of ‘second jobbers’ into teaching, in both state and independent sectors.
Research has found that three-quarters of teachers who came to teaching later in life have found that the profession has given them more of a sense of purpose than their previous career. But it isn’t just them who benefit. Being taught by someone with experience outside the classroom can also bring a host of advantages to schoolchildren. The Now Teach charity has supported more than 1,000 career changers into teaching since 2017. Funded by the Department for Education until last year and now reliant on charity funding, it was set up to recruit and support career-changers into teaching a decade ago.
It found that those looking to go into teaching most frequently cited the desire to give something back, a desire to share their subject passion and a long-term feeling that they wanted to teach. Its research found that more than seven in 10 found their previous life experience was useful in helping pupils experiencing academic and personal challenges. More than two-thirds also said that they brought their real-world experience and skills from their past careers into lessons.
Independent schools across the UK are also a popular choice for those who are swapping careers. Specific subject knowledge which might come from working in a different sector is highly valued, often setting aside the need to train to qualified teacher status before looking for a role.
Transferable skills and in-depth knowledge of other sectors is also highly sought after. Staff in the sector include many who have previously worked in the services, healthcare, business world or even professional sport.
Ishaq Raheel
GORDONSTOUN, MORAY
Now settled at King Charles’s famed alma mater, Ishaq Raheel swapped a high-pressure nursing career for teaching.
Ishaq was a frontline nurse during the Covid-19 pandemic, working in A&E in a major trauma centre.
He was “thrown in at the deep end” despite only being in his third year of university because “the NHS needed extra support” but says the experience “helped shape me”.
In 2023, he made the career move into education – often called ‘the greatest vocation in the world’ – and is now making outstanding use of his STEM knowledge working as a biology teacher. He’s also the housemaster of a boys’ boarding house at the co-ed school near Elgin.
During his two and a half years in A&E, which he says he “loved”, he still “felt something was missing” but knew he enjoyed the teaching and learning side of nursing.
“The conveyor-belt nature of healthcare meant I was only supporting patients for a short time; teaching allows me to support individuals and families for much longer,” he says.
“THE GORDONSTOUN TIMETABLE is quite intense, which isn’t dissimilar to a busy shift in an NHS Accident & EMERGENCY DEPARTMENT”
Although he never imagined he’d become a teacher when he left school, he thinks the skills he learned in nursing have proved invaluable to his success in the profession.
“I was fortunate enough to experience a wealth of different scenarios, whether it was a life-or-death situation, safeguarding or supporting a family. All of these skills have been beneficial and transferable to teaching and to my housemaster role. Nursing has given me perspective and life experience, and I often refer back to lived experiences.”
And far from life taking on a slower pace, Ishaq says there’s a definite correlation between the busy days at a boarding school and his previous role, but with some added advantages. “The Gordonstoun timetable is quite full-on and intense, which isn’t dissimilar to a busy shift in an NHS Accident & Emergency Department. However, due to the nature of my role as Housemaster, I’m able to establish great professional relationships with my students and their families over a longer period of time, whether it’s in academic lessons, on a sports field, or an activity or within the house.”
His past experience has also proved extremely useful not only in practical situations – recently he was able to manage a spinal injury on the sports field – but also in every day pastoral care. “It helps me every day – whether it’s the pastoral care element of my role, understanding or supporting young people, contextualising concepts which could be hard to understand, into real life examples –inspiring and instilling a love of learning.”
He’s also able to provide first-hand experience of a healthcare career to students considering the field.
“I often get questions about different roles in healthcare from senior students considering applications to university. I’ve run medical societies at the school, sharing the skills and knowledge that I learned during my nursing career. It has helped inform students whether a career in healthcare is for them.”
For Ishaq, it has been the move of a lifetime with “constant professional development and challenges” which are “exciting and fulfilling” and a career he would recommend to anyone.
Charlie Gold
COTTESMORE SCHOOL, WEST SUSSEX
In West Sussex, former pro golfer Charlie Gold was inspired by his early experiences at his own prep school to give teaching a go after 14 years as a pro. That was 15 years ago, and he’s now working at Cottesmore, where he’s been inspiring new generations and couldn’t be happier.
“I loved my time at prep school and was inspired by the sports’ coaching and sport mindset, so when the time came to move on from professional golf, I was drawn to teaching in that environment. The idea to inspire, motivate and improve children was the best life decision I ever made.”
He’s impressively passionate about his teaching career which he says “is the job for me. I genuinely love it here, and I love the journey you go on with the children.”
“It’s actually really similar,” he says, “I demand the best out of myself and set high expectations for the children. It’s like practising golf: there’s a time to have fun while learning, but there’s also a time to ‘lock in’ – as the students say! So, when we do block practice, we have music on and it’s a wonderful environment, with so much learning going on.
“But when it’s match practice, they ‘lock in’ and put their skills to the test. This is very similar to when I played golf.”
Ishaq Raheel was an A&E Nurse during the Covid-19 pandemic
Ishaq is now a biology teacher and Housemaster at Gordonstoun in north-east Scotland
Royal Marines Commando Will Mackenzie-Green completed two tours of Afghanistan
Will is now the Military Families Tutor & Senior Housemaster at Sherborne Boys in Dorset
Hattie Yeates spent five years as a highflying PR executive
Charlie Gold was a professional golfer on the PGA circuit
Charlie is now a prep-school teacher, imparting his sporting career wisdom to young pupils
Hattie now relishes her headteacher role, as well as being Head of Theology, Philosophy and Religion
Hattie and Charlie both teach at Cottesmore School in West Sussex
The dedication he learned during his sporting career also helps him to inspire pupils at the co-ed prep.
“Hard work is the key to everything. The girls’ cricket team got through to the quarter finals of a national tournament.
“I said to them that I felt I needed to work hard before a golf event, and if I did, then I felt I deserved to do well. The same was true if I hadn’t put in the work. I then told the girls that I’d be available for cricket nets every day over the halfterm holidays and they could drop in when they wanted.
“Most of them (some lived very far away) turned up every day. We won the quarter final and went on to lose on Finals Day against the eventual winners. They understood what hard work can do, and I’m so proud of all of them.”
He added, “With me they get honesty, passion and good information and that’s what I tell them. If you want to get good at anything, you need two things: good information and an inner desire to achieve excellence.”
Hattie Yeates
COTTESMORE SCHOOL, WEST SUSSEX
It was from PR to philosophy and religion for Cottesmore’s Head of Juniors Hattie Yeates when she made the switch.
The former PR executive grew up with teacher parents and while she “secretly knew she would enjoy being one”, she was determined to try out other options first. So, it was only after five years of working in public relations in London that she switched professions. And a decade later, she’s Head of Theology, Philosophy and Religion at the West Sussex prep.
And she believes that while teaching is ostensibly very different to a PR career, her work in communications has benefited her teaching: “It gave me a good grounding I feel much more confident about writing reports and having meetings with parents than I think I’d otherwise have felt.
“There are definite similarities, as my role is mostly about communicating in different ways with colleagues, parents and children, but it feels much more meaningful to be helping children to find their way in the world.”
A background in PR has also been helpful in other ways, she says: “school trips and matches are a very good example of where my old skills come in to play. Going to new places, meeting new people, making sure everything runs smoothly, keeping people safe and ensuring that the children have a great time can be exhausting but I was well trained in my PR days for this, which I’m extremely grateful for.”
And she’s adamant that teachers’ life experiences of life outside school “enriches school environments”.
“I also think because I’m confident meeting new people and can work well in a very busy environment, this gives the children the confidence to do the same and hopefully they see me as a good role model,” she adds.
And it’s clear that her second career has been an outstanding personal move.“I’m extremely glad I moved into teaching. It’s a privilege to work with like-minded adults who want to give time and energy to build our community and ensure children have the best education possible.”
Will Mackenzie-Green SHERBORNE BOYS, DORSET
It was from the Royal Marines to the classroom for Will Mackenzie-Green, and it’s a path many veterans have taken, thanks to bursaries for former service personnel.
“IF YOU WANT TO GET GOOD AT anything, you need two things: good information and an inner desire TO ACHIEVE EXCELLENCE”
Now Military Families Tutor and Senior Housemaster at Sherborne Boys in Dorset, Mr Mackenzie-Green says the £40,000 bursaries to retrain as secondary-school teachers in priority subjects such as maths, sciences, computing and languages, have been life changing for many veterans.
He said the scheme remains “one of the most significant financial incentives available for career changers” and the profession is well-suited to ex-service personnel because “veterans bring transferable skills such as calmness under pressure, resilience, adaptability and leadership that enrich the classroom far beyond discipline alone”. He adds: “While some imagine the ‘soldier-turned-teacher’ as a drill sergeant barking orders, the reality is far more nuanced,”
While “teaching had long been at the back of his mind”, he served with 42 Commando and completed two tours of Afghanistan before “a brief stint in maritime security” convinced him “that office life was not for me”.
He undertook a PGCE at the University of Exeter before starting out on his new career path, where he was “struck by the clear parallels between a commando unit and a school”.
“Both foster loyal communities, rely on dedicated leaders, and demand tasks well beyond the official job description.”
While he admits that it was the extracurricular pursuits that attracted him to teaching, such as CCF training, he actually found the classroom “the most rewarding part”.
“Surprisingly, much of my military training turned out to be directly applicable to teaching. Leadership and management diplomas, coaching and mentoring qualifications, and experience of working with people from diverse backgrounds under immense pressure all provided a foundation. Even the long hours and self-discipline of the military translated well to the demands of teaching.”
And he said that his own experience couldn’t be further from the tales of falling teacher retention and speedy attrition.
“Supportive colleagues and motivated pupils have made the job immensely fulfilling. In stark contrast to wanting to leave the profession, I’ve found teaching to be my true calling – one where the skills I developed as a Royal Marines Commando are put to use every day and where I aspire to inspire a similar passion for life in the pupils I teach,” he said.
He adds, “in both the military and the classroom, success depends on relentless positivity, clear boundaries and consistent leadership. Veterans aren’t just capable of teaching, they’re often exceptionally well-suited to it. For me, becoming a teacher wasn’t a departure from my military past but rather a continuation of it.
“The classroom, like the commando unit, is a place where resilience, teamwork and purpose come together.
“Similarly, the commando spirit, which is characterised by courage, determination, selflessness and cheerfulness in the face of challenging situations, is perhaps one that can be referenced in qualities we aim to instil in our pupils as they learn, develop and grow as individuals.”
Year IGCSE 10
Inspiring Minds, Shaping Futures
We are thrilled to launch our Year 10 IGCSE programme in August 2025, marking an exciting milestone in our commitment to shaping bright, curious, and ambitious minds.
Building on our strong foundation, the introduction of Year 10 IGCSE in August 2025, followed by A-Levels, will provide our pupils with an extended pathway to challenge themselves further, deepen their knowledge, and prepare for top universities worldwide.
There has never been a better time to join our vibrant Brighton community. Apply now and be part of this remarkable new chapter!
Embracing the finest traditions of British Independent School Education.
CONVERSION COURSE
CONVERSION COURSE
Duke of York’s Royal Military School joins ACE rugby league with Saracens Club
Duke of York’s Royal Military School joins ACE rugby league with Saracens Club
TThe Duke of York’s Royal Military School (DOYRMS) is proud to announce the launch of its new ACE Rugby programme, an elite sixth form rugby pathway delivered in partnership with Saracens Rugby Club. Designed for students entering year 12 from September 2026, the programme combines highperformance rugby with academic provision, o ering young athletes a unique opportunity to develop both on and o the eld.
he Duke of York’s Royal Military School (DOYRMS) is proud to announce the launch of its new ACE Rugby programme, an elite sixth form rugby pathway delivered in partnership with Saracens Rugby Club. Designed for students entering year 12 from September 2026, the programme combines highperformance rugby with academic provision, o ering young athletes a unique opportunity to develop both on and o the eld.
As part of the ACE (Academy Colleges and Education) competition framework, DOYRMS will represent Saracens in national schoolboy rugby, providing players with a professionalstyle training environment, competitive xtures against Premiership-a liated schools, and access to academy-level performance standards. Students will bene t from the school’s strong academic outcomes, with many progressing to Russell Group and Oxbridge universities.
As part of the ACE (Academy Colleges and Education) competition framework, DOYRMS will represent Saracens in national schoolboy rugby, providing players with a professionalstyle training environment, competitive xtures against Premiership-a liated schools, and access to academy-level performance standards. Students will bene t from the school’s strong academic outcomes, with many progressing to Russell Group and Oxbridge universities.
the pitch and in the classroom. Students will be able to access a full range of courses, from BTECs to A-levels and both programmes o er residential accommodation, ensuring greater access and inclusivity across our region.”
the pitch and in the classroom. Students will be able to access a full range of courses, from BTECs to A-levels and both programmes o er residential accommodation, ensuring greater access and inclusivity across our region.”
e programme mirrors an academy model, incorporating structured strength and conditioning, medical and physio support, video analysis, nutrition education, and individual skills development, while remaining fully integrated within the sixth form experience.
e programme mirrors an academy model, incorporating structured strength and conditioning, medical and physio support, video analysis, nutrition education, and individual skills development, while remaining fully integrated within the sixth form experience.
Mike Hynard, Academy Manager at Saracens, says: “We place great emphasis on the holistic development of our academy players. ese ACE partnerships will provide high-potential, talented rugby players with the opportunity to excel on
Mike Hynard, Academy Manager at Saracens, says: “We place great emphasis on the holistic development of our academy players. ese ACE partnerships will provide high-potential, talented rugby players with the opportunity to excel on
Justin Loveridge, Director of Sport and Head of Rugby at DOYRMS, says: “ is partnership represents a huge step forward. We aim to provide an environment that mirrors the demands of elite rugby while maintaining academic standards. Working with Saracens allows us to o er students a genuine performance pathway, supported by outstanding facilities, expert coaching, and a strong pastoral framework. e programme is about developing complete young people, con dent and ready for whatever comes next.” e programme is supported by six rugby pitches, a fully equipped strength and conditioning gym, indoor heated pool, athletics track, and sports hall. doyrms.com
Justin Loveridge, Director of Sport and Head of Rugby at DOYRMS, says: “ is partnership represents a huge step forward. We aim to provide an environment that mirrors the demands of elite rugby while maintaining academic standards. Working with Saracens allows us to o er students a genuine performance pathway, supported by outstanding facilities, expert coaching, and a strong pastoral framework. e programme is about developing complete young people, con dent and ready for whatever comes next.” e programme is supported by six rugby pitches, a fully equipped strength and conditioning gym, indoor heated pool, athletics track, and sports hall. doyrms.com
Saracens Rugby Club
The ACE programme runs in partnership with Saracens Rugby Club
ADDED BONUSES
Mary Banks-Murayama, President and Managing Director
of Education Advisers explores the various benefits of independent-school life
Despite current political and economic challenges, the appetite for a private education remains remarkably strong.
Step inside almost any UK independent school and the reasons become clear. Parents aren’t simply choosing smaller classes or better exam results, important though these are. They’re choosing an ethos and a community that feels purposeful and ambitious, and within which their child will be supported to fulfil their potential.
The rhythm of the school day
The independent school day is full and structured, beginning at around 8:00am –8:20am, with time to catch up with friends and maybe a whole-school or house assembly.
Teaching takes place in small classes, built around a strong academic core of English, maths, languages, sciences, humanities, plus creative or practical subjects like art, DT, computing, drama and PE.
Many schools build extended lunch breaks into the timetable, not as a luxury but as a deliberate space for clubs and activities. Debating, robotics, orchestras, drama rehearsals and sports training are woven into the fabric of the school day. Co-curricular life isn’t an afterthought. Students routinely stay until 5:30pm or 6:00pm, absorbed in rehearsals, matches, ensembles, or simply the communal life of the school. Through such activities, students learn teamwork, resilience, leadership, and the quiet confidence that comes from trying something new, challenging, fun
and perhaps discovering an unknown talent. Lifelong friendships are made, providing invaluable future connections and professional networking opportunities.
Stimulating lessons and personalised learning
The academic culture often feels different in a private school. Students talk about lessons that spark curiosity, where discussions “veer off at an interesting tangent” and teachers encourage exploration beyond the national curriculum. Smaller class sizes allow for individual attention, lively discussion, and a culture where academic aspiration is something to celebrate.
Many students describe an environment where it’s “cool to be clever”. Sixth formers at King’s College Wimbledon, the UK’s top-performing IB school, speak of how personalised the experience feels and how confident they are that support will be available when needed.
There’s time to explore competitions, Olympiads and other projects that delve beyond exam specifications. The corridors at the specialist National Maths & Science College, Concord College and Bromsgrove School for instance, are lined with details of students’ supra-curricular achievements and these are admired by younger students who aspire to similar success, even actively seeking out their own competitions because of their desire to excel.
MANY SCHOOLS BUILD EXTENDED LUNCH BREAKS into the timetable, not as a luxury but as a deliberate space for clubs and activities. Debating, robotics, orchestras, drama and SPORTS ARE WOVEN INTO THE FABRIC OF THE DAY
At Bromsgrove School, students’ independent achievements outside of the classroom are celebrated and help inspire younger students
Pastoral care as a defining strength
Another hallmark of independent schools is the exceptionally strong pastoral care. Houseparents, tutors and peer mentors make up support networks where every child is known. Staff have the time and capacity to notice when a student is thriving, wobbling, or simply needing a quiet word. For many families, this is one of the most compelling reasons to choose an independent school, especially for children who may have struggled. The open and inclusive ethos can not only mean that numerous different cultures are welcomed but also that an unusual child can “fit” and thrive too.
Boarding: a complete educational experience
Boarding schools create a complete ecosystem where lessons, prep, co-curriculars, and pastoral care sit within the same community. Teachers are accessible, facilities range from beautiful cathedral-like libraries to stateof-the-art science and technology centres, astonishing sports facilities, and the sense of belonging can be profound.
Angie, now in her third year as a boarder at Oakham School, captures this vividly. She describes her school life as “simply amazing”,
rushing from a theory-of-knowledge class on consciousness to a drama rehearsal, then on to organising a charity ball. A few years earlier, she says, she could never have imagined doing any of this. Boarding has given her confidence and a sense of responsibility. She admits that the transition to communal living and strict routines wasn’t easy, but she now helps younger girls settle in and has even founded a weekend Cake Club, where baking and films create a cosy, communal ritual.
The art of choosing well
For all their shared characteristics, independent schools vary enormously. A school that’s perfect for one child may be entirely wrong for another. Apart from the ‘big’ decisions such as single sex or co-ed, boarding or day etc, factors such as pace, ethos, expectations, house culture, co-curricular demands, and even the personality of the head can profoundly shape a child’s experience. educationadvisers.co.uk
King’s College Wimbledon has a spectacular new music school with state-of-the-art, specialised facilties
The boarding culture at Oakham School is varied, busy and sociable, making for a happy, confident student community
BOY MEETS GIRL
Two headteachers of leading independent schools share their di ering views on the merits of single-sex and co-ed schooling
David Paton, founder and
Headteacher
of Radnor House Sevenoaks, Kent argues why the future is co-ed schooling...
Good education should provide us with self-knowledge, wisdom and the starting pistol for a long, successful and full life.
To that end, does it matter whether girls are educated alongside girls or boys alongside boys? Many parents perceive single-sex environments as more focused, yet I’d argue that a mixed environment not only re ects the real world, but o ers a vital component in creating well-adjusted adults. When analysing schools through three distinct outcome layers, co-education clearly wins.
e surface layer is rather transactional. It asks how many top grades I achieved or what sports team I made. e common
assumption here is that single-sex schools o er an academic advantage. However, research by Professor Alan Smithers at the University of Buckingham suggests this is a statistical mirage. His extensive reviews found that when you factor in social background and prior ability, the academic gap between single-sex and co-ed schools largely disappears. Singlesex schools o en appear to do better simply because they’re highly selective, not because of how they teach. A good co-educational school delivers the same academic rigour without the arti cial segregation.
e middle outcome layer is the training ground for habits and behaviours. is is where the argument for co-education gains real traction. Proponents of single-sex schooling o en cite the idea that boys and girls have fundamentally di erent learning styles, yet modern neuroscience disputes this. Neuroscientist Lise Eliot, author of Pink Brain, Blue Brain, argues that innate di erences between male and female brains in childhood are minimal. Educating children separately exaggerates these small di erences and forces children into gendered boxes. A co-educational setting prevents stereotypes from hardening and allows children to develop a wider range of social skills that mirror the mixed-gender
reality of the modern workplace.
ere’s a third, deeper outcome layer to schools which is hard to measure but vital for character. is is the layer of judgement, values, and moral decision making. e American Psychological Association, led by Professor Diane Halpern, found that gender segregation legitimises institutional stereotyping. When boys and girls are kept apart, the opposite sex becomes a mystery or an object. To truly respect women, boys must see them as intellectual equals and daily colleagues, not distant gures.
When you consider this deep layer, the choice becomes clear. We want our children to have the courage to speak up and the resilience to succeed, but we also want them to have genuine respect for the other half of the population. A co-educational environment is the only setting that con rms this respect through daily lived experience.
Above all, you want to nd a school which ticks all three layers of outcome. When you nd a school that combines academic excellence with a natural, mixed environment, you’ll know that you’re at a good school. Your child will grow up to be a good person because they learned to live and work alongside the opposite sex.
...Meanwhile, Louise Davidson, Head of Dulwich Prep & Senior in London espouses the merits of a boys-only education
When families first consider a boys-only education, questions naturally arise. In an increasingly co-ed world, why choose a single-sex school?
At Dulwich Prep & Senior, the answer lies not in limiting boys’ experiences, but in expanding them. In an environment designed to help boys flourish, pupils can discover their full potential without feeling constrained by expectations or stereotypes.
Our approach is rooted in eight core values: love, courage, gratitude, humility, justice, service, self-discipline, and honesty. These aren’t just words on a wall, but the lived reality of our community. Through this values-led
framework, boys feel secure in who they are, while learning to respect others in all their diversity.
This matters because we’re keenly aware of the challenges facing men and boys today. Too many struggle to name emotions, ask for help, or feel able to be vulnerable. That’s why a values-led education is so powerful. When boys learn to speak meaningfully about love, service, and humility, they develop the language of emotional literacy. Values become a bridge to deeper conversations about wellbeing and mental health, building habits of openness that can last a lifetime.
In a boys’ school done well, pupils are given genuine permission: permission to be themselves, to try new things, and to grow at their own pace. Consider the boy who captains the rugby A-team one afternoon and takes centre stage as the lead in our school production the next. Or the pupil who excels in computing and finds his voice in our 80-strong choir. When boys perform in major musicals, they do so with confidence and authenticity, learning that great acting requires empathy, courage, and the ability to step into another person’s experience. This isn’t despite being a boys’ school; it’s because of it.
Our extensive co-curricular programme, with more than 150 options spanning sport,
music, drama, art, and more, reflects our belief that modern boys need breadth as well as depth. We don’t channel pupils into narrow ideas of masculinity. Instead, our values teach them that there’s strength in kindness, leadership means lifting others, and real bravery can be choosing the unfamiliar path, or simply saying, “I need help.”
This prepares boys not for a single-sex world, but for the richly diverse society they’ll enter as young men. Through explicit teaching of empathy and justice, they learn to value different perspectives and treat others with respect, regardless of gender, background, or belief. They become thoughtful citizens of the world: young people with moral courage, emotional intelligence, and integrity.
The outcomes speak strongly: more than 300 scholarships awarded since 2020, and 95% of families securing their first-choice senior school. Yet beyond any metric is something more profound: boys who feel known, supported, and challenged; who build friendships for life; and who leave able to speak openly about what matters.
Here, we put heart into every part of a child’s journey. We don’t ask boys to fit a mould; we give them space to find their own shape. That’s the promise of values-led, boys-only education done right: not limitation, but liberation.
WE DON’T CHANNEL PUPILS INTO NARROW IDEAS OF masculinity. Instead, our values teach them that there’s strength in kindness, leadership means lifting others, and real BRAVERY CAN BE CHOOSING THE UNFAMILIAR PATH
FOLLOWING THEIR GUT
Samantha Dainty looks at the various reasons why children choose one school over another
The rugby pitches are immaculate.
The cutting-edge science labs gleam.
Outstanding exam results flash across screens.
And yet, on the drive home, your child says quietly,
“I just didn’t like it.”
For many parents, this moment is baffling. The school ticked every box. The facilities were exceptional. The destinations impressive.
But while adults evaluate schools
through metrics and measurable outcomes, children are making a very different calculation. They’re reading the room.
Adults choose with their heads
When families begin the schoolselection process, it’s natural for parents to focus on tangible indicators of success. We look at exam results, university destinations, subject breadth, co-curricular opportunity and
pastoral provision. We ask whether the school will “stretch” our child. We think about futureproofing – doors of opportunity opened, career networks formed and long-term security.
Of course, these considerations aren’t trivial.
Yet research suggests these structural elements aren’t what children prioritise when they first encounter a school – nor are they the strongest predictors of long-term success. Professor John
Hattie’s synthesis of more than 800 meta-analyses on achievement consistently shows that the quality of teacher-student relationships has a far greater impact on outcomes than physical resources or class size. In other words, connection outweighs construction.
Children choose with their nervous system
Children tend to make decisions less with spreadsheets and more with instinct.
Will I make friends here?
Would someone notice if I was having a bad day?
Do I feel like I belong?
The concept of school belonging has become a major focus of international research. Professor Kathryn Riley’s work on belonging in schools argues that feeling recognised and valued within a community is foundational to engagement – a notion underpinned by neuroscience, which demonstrates that emotional safety supports executive function, memory and higher-order thinking.
In short, your child can be standing beneath the most stunning architecture, touring state-ofthe-art facilities and beautiful grounds – but if they can’t imagine themselves making friends there, feeling known by a teacher, or
belonging in the corridors on an ordinary Tuesday, none of it will matter in the way that truly counts.
Children are extraordinary observers of tone. They notice whether laughter feels easy, whether older pupils are kind, and whether adults speak about results or about people. If they feel unseen or out of place, the finest facilities simply can’t compensate.
Often, they know within minutes.
The first five minutes
Think back to your most recent school visit. Was the member of staff who greeted you rushed, or did they take time to address your child directly? Did pupil guides make eye contact? Did they hold doors? Did they seem relaxed in their own environment?
Atmosphere is difficult to
quantify, yet profoundly influential. Culture is communicated in subtle cues: the tone of voice in classrooms, the feel of corridors, the language used by the head.
Parents may be listening for statistics. Meanwhile, children are listening for safety.
What
thriving actually requires Academic excellence and emotional wellbeing are wholly intertwined.
Children learn best where they feel known. A child who feels safe takes intellectual risks – answers the harder question, attempts the stretch task, joins the unfamiliar club. A child who feels judged or peripheral protects themselves – by staying quiet, avoiding challenge, blending in.
CHILDREN TEND TO MAKE DECISIONS LESS with spreadsheets and more with instinct. Will I make friends here? Would someone notice if I was HAVING A BAD DAY? DO I FEEL LIKE I BELONG?
Carol Dweck’s research on growth mindset emphasises the importance of environments that frame mistakes as part of learning. But such growth is only possible where psychological safety exists.
This is why some children flourish in one setting and falter in another, even when both are objectively strong schools. Fit matters. Culture matters. Relationships matter.
A more holistic lens
None of this suggests abandoning standards. Rather, it invites a broader perspective.
After an open day, instead of asking only, “What did you think of the science labs?” try asking, “How did you feel walking around?”
Notice their body language. Did their energy lift, or flatten? Instinct is not irrational. It’s data.
In the end, the right school is not simply the one with the highest numbers, but the one where your child exhales without realising it, speaks with a spark of ease, and begins to picture themselves as part of its story.
FIVE QUESTIONS TO ASK YOUR CHILD AFTER AN OPEN DAY
• Who did you notice first?
• Could you picture yourself there on a normal Tuesday?
• Did any of the teachers make you feel seen?
• Where did you feel most comfortable there?
• What worried you?
These questions often reveal far more than, “Did you like it?”
THE RIGHT PATH
THE RIGHT PATH
With a wealth of knowledge and experience, Education Advisers will help your family fi nd the school best suited to your child’s specific needs and priorities
With a wealth of knowledge and experience, Education Advisers will help your family fi nd the school best suited to your child’s specific needs and priorities
EEducation Advisers Ltd o ers parents a level of clarity and expertise that’s increasingly valuable in today’s competitive independent-school landscape.
For families exploring day or boarding schools, selective senior schools, or sixth form pathways, its consultancy provides structured, personalised guidance rooted in long-standing sector knowledge.
ducation Advisers Ltd o ers parents a level of clarity and expertise that’s increasingly valuable in today’s competitive independent-school landscape. For families exploring day or boarding schools, selective senior schools, or sixth form pathways, its consultancy provides structured, personalised guidance rooted in long-standing sector knowledge.
Expertise parents can rely on Education Advisers’ consultants have spent decades working within the UK independent school sector. ey understand admissions expectations, school cultures, academic pathways, and the subtle di erences that shape whether a school is right for a particular child. eir support typically includes:
Expertise parents can rely on Education Advisers’ consultants have spent decades working within the UK independent school sector. ey understand admissions expectations, school cultures, academic pathways, and the subtle di erences that shape whether a school is right for a particular child. eir support typically includes:
• Academic assessment to provide clear information to parents about the sort of school
• Academic assessment to provide clear information to parents about the sort of school
that’s suitable for their child.
that’s suitable for their child.
• Tailored school shortlists based on the child’s academic pro le, personality, interests, and family priorities.
• Tailored school shortlists based on the child’s academic pro le, personality, interests, and family priorities.
• Application and admissions strategy, including timelines, documentation, and preparation for assessments.
• Application and admissions strategy, including timelines, documentation, and preparation for assessments.
• Interview coaching that helps students present themselves con dently and authentically.
• Interview coaching that helps students present themselves con dently and authentically.
• Specialist guidance for families considering
• Specialist guidance for families considering
highly selective schools or a school that will provide support for additional learning needs. Parents comment on the consultancy’s blend of professionalism, warmth, and insight. Many describe the experience as transformative, turning what felt like an overwhelming process into a clear, manageable journey.
highly selective schools or a school that will provide support for additional learning needs. Parents comment on the consultancy’s blend of professionalism, warmth, and insight. Many describe the experience as transformative, turning what felt like an overwhelming process into a clear, manageable journey.
Websites with deep sector knowledge
Websites with deep sector knowledge
Education Advisers operate respected information platforms that re ect their commitment to transparency and high -quality guidance:
Education Advisers operate respected information platforms that re ect their commitment to transparency and high -quality guidance:
• Best-Schools.co.uk – a leading resource for league tables, performance data, and detailed school pro les used by families worldwide.
• Best-Schools.co.uk – a leading resource for league tables, performance data, and detailed school pro les used by families worldwide.
• IB-Schools.com – home to globally recognised league tables of the world’s top International Baccalaureate schools.
• IB-Schools.com – home to globally recognised league tables of the world’s top International Baccalaureate schools.
• BestSummerSchools.co.uk – a guide to high-quality UK and international summer programmes. educationadvisers.co.uk
• BestSummerSchools.co.uk – a guide to high-quality UK and international summer programmes. educationadvisers.co.uk
Lead. Connect. Stand out
Give your teen the ultimate head start for an impactful career
Over two weeks in Oxford, bright young minds from around the world will share perspectives and form lifelong friendships. Together they’ll tackle real-world challenges, build entrepreneurial skills, and receive expert university and career guidance.
These super-curricular studies, recognised through an official Oxford certificate, reflect the ambition top universities seek – helping them open the door to an exciting future.
Director Mary Banks-Murayama
Sevenoaks’ Head Jesse Elzinga with Education Advisers’ Managing Director Mary Banks-Murayama
AN INSIDER’S GUIDE TO ENROLMENT
ELSPETH DYER, Registrar of Tudor Hall School in Oxfordshire takes you through the independent school application process
If you feel that your child will best flourish in an independent school environment, do you know where to start?
Finding the right fit for you and your child is a significant decision: day or boarding (or the opportunity to do both), urban or rural, small or large, single-sex or co-educational? There are hundreds of wonderful independent schools in the UK, each with different strengths, ethos and community.
Put in the research
It’s well worth doing your homework. Dive into the fascinating world of independent school websites. Look at the key elements – the academic and co-curricular offering, the facilities and pastoral care frameworks – but also consider what ‘feeling’ you get when browsing their content, reading their prospectus or watching their school video. Talk to friends and family about their first-hand experiences and recommendations by all means, but always find out the facts
from the horse’s mouth rather than relying on dinner party chatter to inform your shortlist of schools to visit. You can expect your senior-school admissions journey to involve several key steps, although the order, format and significance of each will differ from school to school; prepschool admissions may have more focus on a taster-day experience post-registration, for example.
• Enquiry
• Visit the school
• Registration
• Request for reports and reference from your child’s current school
• Assessments – typically covering English, maths and non-verbal reasoning
• Pupil interview – at Tudor Hall, for example, this is usually with the Headmistress or a senior staff member
• Offer of a place
• Visit again! Take up taster day, activity or event invitations
e admissions pathway commonly starts around 18 months to two years ahead of the point of entry – for example, in early 2026 for September 2027 entry, but shorter timelines are possible, depending on circumstances and year group of entry.
Get in touch
Once you’ve narrowed down a shortlist of schools, it’s time to get in touch. Most schools will have an open morning or individual visit opportunities that are bookable via the website. However, if you have the time, I would always recommend picking up the phone and talking to the Admissions team rst. ey’ll be friendly and knowledgeable and understand the application pathway inside and out, as well as being able to answer any speci c questions you might have at this early stage. ey’ll also probably ask a little about you and your child in terms of their interests or anything particular that you’re looking for, from sporting or creative specialisms to learning
support. is is all part of the school building a relationship with you as a prospective parent; beware of any school that shows little interest in you or your child at this point!
Visiting the school
At Tudor Hall, we have three main open mornings each year, one each term, plus regular open Fridays, during which a small number of families visit on a normal school day. Individual visits occur every week too, ensuring that there’s always a convenient opportunity for prospective parents to come and see us.
Each family usually has an individual tour of the school with sixth form girls – the perfect time to hear from the pupils themselves about what school life is really like. Take this opportunity to ask your pupil tour guides about the quirks and character of the school: what’s the food like? What are the most popular co-curricular activities? What do the boarders get up to at the weekends? You’ll also have the chance to talk to key sta and meet some of the
The Tudor Sparks programme provides children with the opportunity to experience the school through various activities and workshops
pupils in classrooms and around the campus; a great way to experience the school environment.
Next steps
A er your visit, whether an open morning along with other families or an individual appointment, you’ll be invited to register at the school by lling in a formal application and paying the registration fee. Do go back to the school with any further questions that arose a er your visit, or if you’d like the opportunity to meet or speak to a particular member of sta .
FAQS: APPLYING TO INDEPENDENT SCHOOL
Fundamentally, good schools will endeavour to make the process as smooth and transparent as possible, from first enquiry to enrolment (and beyond). Admissions sta will be happy to help, to answer your questions, and to guide you through every step.
There are so many schools out there, where do I start?
Identify the most important elements for you and your child, such as their interests, their personality, and the logistics of school life. Look for how these are reflected in what the school o ers. If you can’t find what you’re looking for in a narrow
geographical area, do look beyond – most schools o er excellent transport provision, for example. Don’t be put o by preconceived or dated ideas about single-sex schools or boarding for example; schools have transformed in the 21st century! If in doubt, always visit.
How do I compare and contrast what’s on o er?
For an objective assessment of quality in teaching and learning, and safeguarding, check out recent ISI (Independent School Inspectorate) reports. In terms of facilities, try to look beyond the shiny and new. This is about
pupil progress and happiness. Is the school committed to initiatives that will benefit pupils over an extended period of time? Look for value-added in the GCSE and A-level results, curriculum development such as the High Performance Learning pathway, and cocurricular breadth and depth.
What does the application interview involve?
This will depend on your child’s age and intended year of entry. At Tudor Hall, our Headmistress will endeavour to interview every girl who applies, regardless of whether they’re looking to join in year seven,
At Tudor Hall, our Tudor Sparks programme o ers informal opportunities throughout the year for prospective pupils to experience the school for themselves: Saturday morning workshops and tasters for everything from photography to lacrosse, fencing to modern languages. Grasp these types of opportunities with both hands if you get the chance – your child will get to learn new skills, try the food, meet teachers, make friends with other children potentially also joining the school, and over time will feel right at home well before you drive through the gates for their rst day in September.
year nine, or year 12 (sixth form). As a broadly selective school, we’re interested in how each pupil demonstrates potential, character and spirit.
We have more than one o er; how do we choose?
Without a doubt, the happiness of your child is paramount. Go with the school where you and your child have felt most at home and where you feel there will be a real relationship between school, pupil and parents; where you can be safe in the knowledge that your child will truly be known as an individual and can flourish as such.
Tudor Hall School o ers an array of open events to engage prospective families
Movers and MAKERS
From politics to professional sports, these amazing alumni are making an impact on their respective industries
MATT WALTERS, 25
Musician and composer
Downside School, Somerset
The foundation of many elements of my career as a professional musician and composer were laid down and nurtured during my time at Downside School.
The opportunity to play in services for the school was paramount in my development as a performer, which first enabled me to enter the University of Cambridge with an organ scholarship, and further to carve a career as a full-time musician. Today, I travel around the UK and abroad to perform music on the organ, mainly in a concert setting – a setting which I first encountered at Downside Abbey.
Composition was also something that was heavily encouraged and developed, and the school choir even performed a Mass setting that I composed when I was 14. Today, I compose, record and produce music which has been streamed millions of times around the world.
Playing the Compton Organ at Downside Abbey prepared me to work with complex instruments throughout the country. It remains one of the finest instruments I’ve ever played.
FRANKIE ALLEN MBE, 23
Paralympic champion
Pangbourne College, Berkshire
Born with Erb’s palsy, I first discovered rowing while at Pangbourne College, where my natural talent was nurtured and my technical skills, resilience and competitive mindset were shaped through the school’s strong rowing programme. This solid foundation would prove pivotal to my later success.
After leaving Pangbourne College, I joined the GB Para-Rowing team in 2022 and enjoyed a remarkable debut season, becoming a double World Champion in the PR3 Mixed Coxed Four and PR3 Women’s Pair events. I was the first woman to win two world titles at a single regatta, with my crew also setting a world record.
My achievements culminated at the 2024 Paris Paralympic Games with a gold medal for Great Britain. Alongside my sporting career, I studied physiotherapy at Oxford Brookes University and I’m a very passionate advocate for inclusive sport.
RONIT KANWAR, 27
Managing Director and Head of Strategy & Partnerships at Renaissance Philanthropy
Warwick School, Warwickshire
Warwick School shifted my entire life trajectory, equipping me with the education, skills, and mindset essential to my journey. Academic classes laid strong foundations and sharpened critical thinking; rugby taught me teamwork and resilience; and Young Enterprise exposed me to entrepreneurship.
After Warwick, I studied economics and management at Oxford, where I also co-founded Empower Energy, a startup delivering solar lamps to rural villages across India. I then worked at Schmidt Futures, established by Eric (former Google CEO) and Wendy Schmidt, where I built UK government partnerships and unlocked $350m in philanthropy for science and innovation. I later helped establish Renaissance Philanthropy, where I lead strategy as Managing Director, and also helped launch the Centre for British Progress, a UK science and technology think tank.
MUKTAR SHAGAYA, 36
Politician
Malvern College, Worcestershire
HALEE ROBINSON, 22
Former England Roses U21 netball player and business owner Wrekin College, Shropshire
Navigating lockdown while balancing A-levels and university applications is something that hopefully no 17 year old will have to face again, but with the support of dedicated teachers, I achieved the grades needed to study physiotherapy at one of the most competitive institutes in the UK. Wrekin College’s attitude to adversity instilled a resilience and self-confidence in me which allows me to see challenges as something to conquer, not fear. From captaining the netball first team to being a prefect for younger pupils and even participating in debates – it all contributed to how I developed as an athlete and as a human being. Wrekin College afforded me the opportunities to test and grow my selfbelief, shaping me into the woman that I am today, running my business TwinFit (twin-fit.co.uk) with my twin sister Rudee.
In particular, Miss Caroline Ritchie-Morgan played an instrumental role in improving my confidence as a player and coach. I’m grateful to Wrekin College and to Miss Ritchie-Morgan for instilling qualities that have shaped both my character and my ambitions.
Attending Malvern College played a defining role in shaping who I am and where I am today. Upon leaving in 2008, I carried with me a strong sense of discipline, curiosity and responsibility that guided my studies in international relations, and later international development. Those values stayed with me as I returned to Nigeria, began a career in banking, and discovered my passion for sustainable development. Malvern taught me to think globally but act with purpose, which inspired me to co-found a renewable energy business focused on bringing affordable solar power to rural communities. Working across remote villages reinforced the importance of service and leadership grounded in empathy. This mindset led me into public service and to my election to Nigeria’s House of Representatives. As Deputy Chairman of the House Committee on Basic Education Services, I continue to draw on the confidence and sense of duty Malvern College instilled in me. I believe that if you’re fortunate enough to receive an education like that, you have a responsibility to help create opportunities for others.
CHARTING THE FUTURE
In May, Dr John Knight will be the new Head of School of Alice Smith in Malaysia. Here, he talks to us about his long-term vision for the school
AAs the Alice Smith School celebrates its 80th anniversary in 2026, a testament to eight decades of British educational excellence in Malaysia, we are delighted to welcome Dr John Knight as the new Head of School, effective May 2026. With over 20 years of experience in international education, Dr Knight brings a proven track record of fostering academic excellence, community spirit, and innovative learning environments. Previously serving as Head of a leading British International school in Europe, he now steps into this role with fresh energy and a deep commitment to the school’s British heritage in the vibrant context of Malaysia.
A graduate of Exeter University with a Doctorate in Education Leadership from the University of Reading, Dr Knight’s career spans senior leadership positions across the UK, Europe and Asia. He has consistently championed holistic student development through world-class enrichment opportunities, wellbeing programmes and personalised future pathways.
“I’m honoured to join Alice Smith School, the first British International School founded in Malaysia and a true beacon of British International education,” Dr Knight shared. “Our students deserve an education that prepares them not just for exams, but for a dynamic world”.
For two decades, Dr Knight has engaged with key global organisations such as COBIS, AoBSO, and HMC. Currently serving as the Secretary of the HMC International Division (representing over 70 leading global schools), he is set to become its Chair in 2027.
Under his guidance, Alice Smith School can anticipate enhancements to curriculum integration, extracurricular offerings and community partnerships, building on the school’s strong foundation while embracing Malaysia’s multicultural richness.
“I am inspired by Alice Smith’s 80-year
legacy of nurturing future leaders,” Dr Knight shared. “I look forward to building on the incredible foundations in place, ensuring educational rigour in a warm and joyful learning environment tailored to our student community.”
We asked him a few questions about his forthcoming headship… What key differences do you foresee between a traditional European British school and Alice Smith, especially given the school’s 80-year legacy?
These schools actually have more in common with each other than they do with profitoriented institutions in the same city. The three British International Schools where I have worked are independent, not-for-profit members of COBIS. All three were featured in this year’s Spear’s Index as among the top 100 schools worldwide, demonstrating a shared standard of quality and ambition.
The main difference lies in the regional
context. European schools often follow a calendar closely linked to winter and summer seasons, which influences sports programmes and other enrichment activities. In contrast, Alice Smith’s legacy reflects a vibrant fusion of traditions. Here, the curriculum incorporates festivals such as Hari Raya and Deepavali alongside British traditions, fostering cultural empathy and understanding from the very
The school has provided educational excellence for 80 years
Dr John Knight brings a wealth of British curriculum school experience to the role
“HERE, THE CURRICULUM ADAPTS dynamically to diverse student backgrounds, alongside British ones, enriching cultural EMPATHY AND GLOBAL AWARENESS”
the school becomes the best version of itself. My belief is that the strength of any school truly comes from its relationships and community. at’s why, for the rst weeks and months here, my focus will be on getting to know all the people who make up this school: the students, the sta and the parents.
At the same time, I’m really looking forward to immersing myself in Malaysian culture.
aim for the stars.
e Alice Smith community is very proud of the school and very excited for the future, so it is important for me to consider what an elite education will look like in 2030 and in 2040. Schools like Alice Smith endure through the decades because they focus on quality while also being ambitious to always grow in a way that is true to their roots.
beginning. is approach cultivates resilient global citizens, a hallmark our founder would surely be proud of.
How will these di erences shape your approach while honouring the school’s heritage?
As a school leader, it is important to respect the school’s context and history and to build on the strong foundations in place. e approach to the next decade must come from within, shaped by sta , students, parents and Governors to ensure
Having my own children attend Alice Smith will be a wonderful way for me to quickly integrate into the school and the city. I imagine I’ll be cheering them on from the sidelines of a football pitch, or perhaps catching them in the orchestra, or joining in one of the many other opportunities the school has to o er.
What challenges and opportunities excite you most in this transition?
I have admired Alice Smith for almost three decades as one of the very top schools in the world. An exciting challenge is the strength of schools in the region, which means a top school like Alice Smith cannot rest on its reputation but must, in line with its motto, always
In an era of technological change and as careers evolve in new ways, the importance of strong character development and interpersonal skills is as important as ever, and at Alice Smith School, the warmth of the community and the happiness of the students are enduring strengths.
As a child, I was o en told by adults that school days are the happiest days of your life. At Alice Smith, we develop students with the skills and con dence for successful futures, while fostering an environment where they can learn and grow in a safe and respectful community. We help them create happy memories that will last a lifetime.
alice-smith.edu.my
The new Head of School and his family will join the Alice Smith school in Malaysia in May
MY CAREER
ARCHIE WATSON
This Clayesmore alumnus is working as a deckhand in the superyacht industry while completing the UKSA Superyacht Cadetship
Have you always wanted a career in sailing?
To put it simply, no, but I’ve always had an interest in sailing and boats. It wasn’t until the last two years of school that I realised that I wanted to have a career in the marine industry.
What first piqued your interest in it?
It comes from a family background on the water, having sailed since I was young. At Clayesmore School I was given the opportunity to do sailing as my sports option and to sail with other students, which reinforced my passion. I feel that this is what guided me into my decision to seek a waterbound profession.
Tell us a little bit about your cadetship...
I had a great experience, although I can’t think of a time in my life before my cadetship where I was challenged so much in every aspect of myself –socially, physically, mentally and practically. Every week I pushed myself hard, while maintaining discipline and determination. Although it was tough, the support that the UKSA provided, with excellent instructors and staff, as well as the environment fostered among cadets made the challenges much easier to handle.
With an established family and school background in sailing, Archie knew a seafaring career was right for him
“I HAD A GREAT EXPERIENCE, although I can’t think of a time in my life before my cadetship where I was challenged SO MUCH IN EVERY ASPECT OF MYSELF”
What support did the UKSA provide in terms of preparing you for the industry?
UKSA provide you with all the tools you need to understand the industry as a ‘newbie’. From information about the Seafarers International Union and financial advice to giving you a clear and structured plan for your personal development over the coming years – as well as mental health support – UKSA don’t miss a beat in terms of industry preparation.
Do you plan to do any further training after this?
Yes, definitely! I want to progress in this career, so I plan to continue my training up to the Chief Mate 3000GT ticket, first focusing on my Officer of the Watch 3000GT ticket.
What advice would you give to someone looking at a career in yachting?
The cadetship ran over the winter months from
September to the end of February, and challenged me from all perspectives, constantly. Academically, there’s a great deal of support. As I have dyslexia, I required additional support in school and this provision was continued at UKSA with independent assessment and internal support from instructors and staff. For entry to the cadetship, I only
required my basic maths and English GCSEs.
Have you done any work experience?
I qualified as an RYA Dinghy Instructor while still at school, and got my first paid summer job as a water sports instructor in the summer of 2023. Then I worked in a boat yard in the summer prior to starting my cadetship.
Don’t rush the decision. It’s a busy industry with a lot of competition, and you should really understand what you’re getting in to. Give yourself time to do your research, find support systems and if you can network with people already working in the industry, do so.
Where do you see yourself in five years’ time?
I see myself as a senior officer onboard a 60-metre private yacht, travelling the world.
Describe the superyacht industry in just three words? Exciting, challenging, flexible.
This map illustrates the location of some of the leading independent schools in this region. A directory of schools, listed by area, follows this page.
North-West London
1
INDEPENDENT DAY SCHOOL FOR GIRLS AGED 4-18
FEARLESS LEARNERS
At Channing School we build bravery every day, becoming fearless learners for life. And when bravery becomes a habit, the extraordinary follows.
West London - North-West London
West London
ArtsEd
SENIOR • 6TH FORM • DAY • CO-ED
Chiswick, W4 1LY
Headteacher: Peter Middleton
Total pupils: 231 artsed.co.uk
Ashbourne Independent Sixth Form College
6TH FORM • DAY • CO-ED
Kensington, W8 4PL
Headteacher: Mr Mike Kirby
Total pupils: 243 ashbournecollege.co.uk
Avenue House School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Ealing, W13 8LS
Headteacher: Mr Justin Sheppard
Total pupils: 122 avenuehouse.org
Bassett House School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
North Kensington, W10 6JP
Headteacher: Mr Christopher Woodward
Total pupils: 130 bassetths.org.uk
Bute House Preparatory School for Girls
PREP • DAY • GIRLS
Hammersmith, W6 7EA
Headteacher: Ms Sian Bradshaw
Total pupils: 325 butehouse.co.uk
Chepstow House School
PRE-PREP • DAY • CO-ED
Notting Hill, W11 1QS
Headteacher: Mrs Angela Barr
Total pupils: 172 chepstowhouseschool.co.uk
Clifton Lodge School
NURSERY • PRE-PREP • DAY • CO-ED
Ealing, W5 5BG
Headteacher: Michael Belsito cliftonlodgeschool.co.uk
Connaught House School
PRE-PREP • PREP • DAY • CO-ED
Bayswater, W2 2HL
Headteachers: Mrs Victoria Hampton and Miss Ellie Grunewald
Total pupils: 85 connaughthouseschool.co.uk
Durston House
PRE-PREP • PREP • DAY • BOYS
Ealing, W5 2DR
Headteacher: Mr Giles Entwisle
Total pupils: 386 durstonhouse.org
Ealing Independent College
SENIOR • 6TH FORM • DAY • CO-ED
Ealing, W5 5AL
Headmaster: Mr Allan Cairns
Total pupils: 83 ealingindependentcollege.com
Falcons Pre-Preparatory Chiswick
NURSERY (CO-ED) • PRE-PREP • DAY • BOYS
Chiswick, W4 3DT
Headmistress: Mrs Sara Williams-Ryan
Total pupils: 80 falconschiswick.co.uk
Godolphin and Latymer School
SENIOR • 6TH FORM • DAY • GIRLS
Hammersmith, W6 0PG
Headteacher: Dr Frances Ramsey
Total pupils: 815 godolphinandlatymer.com
Great Beginnings Montessori Nursery School
NURSERY • DAY • CO-ED
Marylebone, W1H 5JE
Headteacher: Ms Wendy Innes
Total pupils: 64 greatbeginningsnursery.com
Harvington Prep School
NURSERY • PRE-PREP • PREP • DAY • GIRLS • BOYS
Ealing, W5 2DS
Headteacher: Mrs Anna Evans
Total pupils: 109 harvingtonschool.com
Hawkesdown House School
NURSERY • PRE-PREP • PREP • DAY • BOYS
Kensington, W8 7PN
Principal: Mrs Jenny Mackay
Total pupils: 141 hawkesdown.co.uk
Heathfield House School
PRE-PREP • PREP • DAY • CO-ED
Chiswick, W4 4JU
Headteacher: Mrs Caroline Goodsman
Total pupils: 198 heathfieldhouse.co.uk
Holland Park Pre-Prep School and Nursery
NURSERY • PRE-PREP • DAY • CO-ED
Kensington, W14 8HJ
Headteacher: Ms Kitty Mason hpps.co.uk
International School of London
NURSERY • PRE-PREP • DAY • CO-ED
Gunnersbury, W3 8LG
UK Principal: Richard Parker
Primary Principal: Kathryn Firebrace
Secondary Principal: Paul Rose
Total pupils: 440 isllondon.org
Kensington Park School
SENIOR • DAY • BOARDING • CO-ED
Kensington, W2 4AT
Headteacher: Mr Antony Faccinello
kps.co.uk
Kensington Park School
6TH FORM • DAY • BOARDING • CO-ED
South Kensington, SW7 5JP
Headteacher: Mr Antony Faccinello kps.co.uk
Kensington Wade School
NURSERY • PRE-PREP
Kensington, W14 8PU
Headteacher: Jo Wallace kensingtonwade.com
Latymer Prep School
PREP • DAY • CO-ED
Hammersmith, W6 9TA
Headteacher: Ms Andrea Rutterford
Total pupils: 157 latymerprep.org
Latymer Upper School
SENIOR • 6TH FORM • DAY • CO-ED
Hammersmith, W6 9LR
Headteacher: Su Wijeratna
Total pupils: 1179 latymer-upper.org
Lionheart School
PREP • SENIOR • DAY • CO-ED
West Kensington, W14 0HB
Headteacher: Ms Kate Cullinan lionheart-education.com
Lycée Français Charles de Gaulle
PREP • SENIOR • 6TH FORM • DAY • CO-ED
Kensington, SW7 2DG
Headteacher: Didier Devilard lyceefrancais.org.uk
Maria Montessori Children’s
House & Elementary – Bayswater
NURSERY • PRE-PREP • PREP • JUNIOR • DAY • CO-ED
Bayswater, W2 4LA
Children’s House Headteacher: Clea Roberts
Elementary Headteacher: Pablo Argudo Gonzalvo
Total pupils: 40
mariamontessori.org/schools
Maria Montessori Children’s House – Notting Hill
NURSERY • PRE-PREP • DAY • CO-ED
Notting Hill, W11 1JG
Headteacher: Andrea Siedlerova and Jia Gao
Total pupils: 24
mariamontessori.org/schools
Norland Place School
PRE-PREP • PREP • DAY • CO-ED
Notting Hill Gate, W11 4UH
Headteacher: Mr Patrick Mattar
Total pupils: 244 norlandplace.com
Notting Hill & Ealing
High School Junior
PREP • DAY • GIRLS
Ealing, W13 8HH
Headteacher: Ms Kate Bevan
Total pupils: 303 nhehs.gdst.net
Notting Hill & Ealing
High School Senior
SENIOR • 6TH FORM • DAY • GIRLS
Ealing, W13 8AX
Headteacher: Mrs Allison Saunders
Total pupils: 620 nhehs.gdst.net
Notting Hill Prep School
PRE-PREP • PREP • DAY • CO-ED
Notting Hill Gate, W11 1QQ
Headteacher: Maxine Shaw
Total pupils: 400 nottinghillprep.com
Orchard House School
PRE-PREP • PREP • DAY • CO-ED
Chiswick, W4 1LB
Headteacher: Mrs Henrietta Adams
Total pupils: 418 orchardhs.org.uk
Pembridge Hall School
PRE-PREP • PREP • DAY • GIRLS
Notting Hill Gate, W2 4EH
Headteacher: Mr Henry Keighley-Elstub
Total pupils: 413 pembridgehall.co.uk
Portland Place School
PREP • SENIOR • DAY • CO-ED
Regent’s Park, W1B 1NJ
Headteacher: Mr David Bradbury
Total pupils: 215 portland-place.co.uk
Queen’s College Preparatory School
PRE-PREP • PREP • DAY • GIRLS
Portland Place, W1B 1QP
Headteacher: Emma Webb
Total pupils: 230 qcps.org.uk
Queen’s College London
SENIOR • 6TH FORM • DAY • GIRLS
Regent’s Park, W1G 8BT
Headteacher: Mr Richard Tillett
Total pupils: 552 qcl.org.uk
Ravenscourt Park Preparatory School
PREP • DAY • CO-ED
Hammersmith, W6 0SL
Headteacher: Mr Carl Howes
Total pupils: 409 rpps.co.uk
Saint Augustine’s Priory School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY •
TOTAL PUPILS: 1,944, boys 975, girls 969 TYPE: Day
FEES: Check the website for the latest fees and information about fee assisted bursaries for eligible children.
TYPICAL CLASS SIZE: Pre-Prep – 20, Junior – 22, Senior – 23, Sixth Form – 8
FAITH: Church of England/Christian; multi-faith.
ENTRANCE PROCEDURE: Application deadlines are in autumn with assessments at each entry point. Pre-Prep children are invited to a group assessment; Junior and Senior School candidates take an examination, with a proportion invited to group interviews/assessments; Sixth Form attend an interview and require minimum GCSE grades. Bursaries are means tested.
School philosophy: To be a place for learning and scholarship – helping pupils pursue subjects they love gives them the experience of using discretionary effort to succeed and fulfil their own dreams.
To be a reflective community – we encourage pupils to take responsibility for themselves and for their role in society to make a positive impact, through action groups, volunteering and fundraising.
To be an exemplar for the healthy life – we want our pupils to develop and pursue their academic and co-curricular passions, and to lead fulfilling lives as thoughtful and open-minded young people so they can be intellectually, emotionally and practically equipped.
Academic record: Learning at Highgate is not about meeting other people’s expectations but for pupils to discover and pursue their own intellectual passions. 2025 A Level results - 80% of grades awarded A* or A, with 76% of pupils gaining their first-choice university. GCSE results - 96% of grades were 7-9.
Extra-curricular: Time is set aside for pupils to take part in co-curricular activities across all schools. We adapt our offering to make sure there is something to suit everyone, from anime to yoga. This ensures pupils develop personal qualities and contribute positively at school and within the wider community.
Notable achievements and alumni: Founded in 1565, Highgate has many prominent historic and contemporary alumni, including poet Sir John Betjeman and barrister Michael Mansfield KC. Our current pupils achieve awards and prizes across sport, arts, science and humanities. Highgate was included in 2026 Sunday Times Top 20 independent secondary school for academic excellence.
Open Days: September/October check website for dates and registration.
www.highgateschool.org.uk
Head Teacher: Mr Adam Pettitt
LONDON
South-West London - Greater London
The Study Preparatory School
PREP • DAY • GIRLS
Wimbledon Village, SW19 5ER
Headteacher: Mrs Susan Pepper
Total pupils: 322 thestudyprep.co.uk
Sussex House
PREP • DAY • BOYS
Belgravia, SW1X 0EA
Headteacher: Mr N P Kaye
Total pupils: 182 sussexhouseschool.co.uk
Thomas’s Battersea
KINDERGARTEN • PRE-PREP • PREP • DAY • CO-ED
Battersea, SW11 3JB
Headteacher: Mr Rupert Hawkins
Total pupils: 600 thomas-s.co.uk
Thomas’s Fulham
PRE-PREP • PREP • DAY • CO-ED
Fulham, SW6 3ES
Headteacher: Miss Annette Dobson
Total pupils: 400 thomas-s.co.uk
Thomas’s Clapham
PRE-PREP • PREP • DAY • CO-ED
Wandsworth, SW11 6LZ
Headteacher: Mr Nathan Boller
Total pupils: 650 thomas-s.co.uk
Tower House School
PRE-PREP • PREP • DAY • BOYS
East Sheen, SW14 8LF
Headteacher: Neill Lunnon
Total pupils: 180 thsboys.org.uk
Westminster Abbey Choir School
PREP • BOARDING • BOYS
Westminster, SW1P 3NY
Headteacher: Mr Jonathan Milton
Total pupils: 35 westminster-abbey.org/choir-school
Westminster Cathedral Choir School
PREP • DAY • BOARDING • BOYS
Westminster, SW1P 1QH
Headteacher: Mr Neil McLaughlan
Total pupils: 169 choirschool.com
Westminster School
SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • BOYS • CO-ED
Westminster, SW1P 3PF
Headteacher: Mr Patrick Derham
Total pupils: 741 westminster.org.uk
Westminster Under School
PREP • DAY • BOYS
Westminster, SW1P 2NN
Headteacher: Mr Mark O’Donnell
Total pupils: 284 westminsterunder.org.uk
White House Prep School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Clapham, SW12 0LF
Headteacher: Tony Lewis
Total pupils: 200 whitehouseschool.com
Wimbledon High School
PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • GIRLS
Wimbledon, SW19 4AB
Headteacher: Ms Fionnuala Kennedy
Total pupils: 896 wimbledonhigh.gdst.net
Young England Kindergarten
St. George’s Square, SW1V 2HP
Headteacher: Kay King
Total pupils: 75 youngenglandkindergarten.co.uk
Greater London:
Bromley
Bromley High School
PRE-PREP • PREP • SENIOR • DAY • GIRLS
Bromley, BR1 2TW
Headteacher: Mrs Angela Drew
Total pupils: 871 bromleyhigh.gdst.net
St Christopher’s The Hall
PRESCHOOL • PRE-PREP • PREP • CO- ED • DAY
Beckenham, BR3 5PA
Headteacher: Tom Carter
Total pupils: 234 stchristophersthehall.org.uk
Croydon
Royal Russell School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • CO-ED
Admissions: Ms Marie Courtois admissions@cfbl.org.uk info@cfbl.org.uk 020 7993 7400
GENDER/AGES: Boys and girls, 3-15 years
TOTAL PUPILS: 700, boys 350, girls 350 TYPE: Day
FEES: Nursery – £16,055 per annum; Pre-Prep – £19,035 per annum
Prep – £16,515 per annum; Senior – £16,805 per annum including lunch and VAT
MAIN EXIT SCHOOLS: Francis Holland School, Camden School for Girls, North Bridge House School, Maida Vale School, The Latymer School, Princethorpe College, Lycée Français Charles de Gaulle, Lycée International Winston Churchill, as well as international schools around the world. ENTRANCE PROCEDURE: French assessment from Year 3 to determine the level of support required.
School philosophy: Based in the heart of London, Collège Français Bilingue de Londres (CFBL) offers an exceptional English-French bilingual education for girls and boys from Nursery to Year 10. We prepare pupils to thrive in a rapidly changing world, wherever their future takes them. Our ambitious bilingual curriculum develops academic excellence alongside languages, creativity, adaptability and self-confidence. With a strong international outlook and priority access to a global network of over 600 sister schools in 140 countries, CFBL opens doors to outstanding educational pathways and global opportunities, while providing pupils with a secure, stimulating and caring environment. Academic record: We prepare pupils for a wide range of educational pathways, including the French, English and international systems. Students achieve excellent results in the French Brevet (100% pass rate, with honours) and GCSEs, progressing to leading schools and universities worldwide.
Extra-curricular: With nearly 50 clubs across arts, languages, sports, music and STEAM, our extracurricular programme offers pupils exceptional breadth and enrichment. We also provide wraparound care and holiday camps, supporting families while extending learning beyond the classroom.
Open Days: Check our website for upcoming open days. Private visits also available. cfbl.org.uk
CULTIVATING CONFIDENCE
Thomas’s London Day Schools, renowned for academic rigour, have an impressive commitment to outdoor education, exemplified by Daheim, its mountain retreat in Austria
In the competitive landscape of London education, parents o en feel forced to choose between the academic rigour of the city and character-building adventures of a country prep school. omas’s London Day Schools have spent decades proving this to be a false dichotomy. By blending strong values, co-curricular passions and high academic standards with an ambitious outdoor learning programme, omas’s captures the best of a British childhood in a way that’s truly diverse and accessible.
e philosophy is simple: in an age of machine learning, outdoor education o ers unique experiences and develops essential skills in a way which is impossible to replicate within the constraints of a daily routine or a traditional classroom. is journey begins right from Reception, when, far from the city streets, at Walton Firs in Surrey, children are given safe opportunities to develop a genuine appreciation of nature. rough early encounters with bushcra , navigation and sustainability they learn to work independently and in groups, enhancing their skills in critical thinking, communication and collaboration. is foundation builds toward the pinnacle of a child’s outdoor education journey: omas’s Daheim. Meaning “At Home”,
MEANING “AT HOME”, DAHEIM IS THE school’s own mountain base in Austria. For more than thirty years, it has served as THE ULTIMATE PROVING GROUND
Daheim is the school’s own mountain base in Austria, near the Kalkalpen National Park.
For more than 30 years, it has served as the ultimate proving ground. For pupils in years ve and six, a week spent in this expansive alpine landscape during the Lent Term is the highlight of the year and o en at their time at omas’s.
At omas’s Daheim, problem-solving, leadership and teamwork skills are allowed to develop naturally. Quali ed ski instructors guide children down the slopes regardless of their level and by the end of the week all children feel a strong sense of achievement, whether they’re a novice or an experienced
skier. Evenings are reserved for animal tracking, snow-shoeing, astronomy, bushcra and night walks under the starlit alpine sky. Pupils forge lifelong bonds through their shared outdoor adventures, culminating in the rm-favourite “schnitzel-bashing” activity and much-anticipated end-of-week disco.
Facing new challenges together, pupils experience the strong values of omas’s in action. omas’s own teaching sta lead these expeditions and bond with pupils on a fundamentally di erent level than one permitted by a traditional classroom, fostering a lasting mutual respect and a strong sense of shared experience.
By the time a omas’s pupil reaches the end of their prep years, they have been given an opportunity to develop as a person, not just as a pupil. ey have practised resilience on an Austrian mountain, championed kindness by supporting their peers through challenge and become givers, not takers. omas’s succeeds because it has always understood that a complete, well-rounded education requires the nurturing of the whole child in a culture of joyful excellence. e result is a cohort of independent pupils who are equipped and ready to be con dent contributors to society and courageous shapers of the future. thomas-s.co.uk
Years five and six spend a week at Thomas’s Daheim during the Lent term
LONDON
Greater London
St Helen’s College
NURSERY
Hillingdon, UB10 9JX
Headteacher: Shirley Drummond
Total pupils: 351 sthelenscollege.com
Isleworth
Ashton House School
NURSERY • PRE-PREP
Isleworth, TW7 4LW
Headteacher: Mrs Angela Stewart
Total pupils: 119 ashtonhouse.com
Kew
Kew College
NURSERY •
Kew, TW9 3HQ
Headteacher: Jane Bond
Total pupils: 270 kewcollegeprep.com
Kew House School
CO-ED
SENIOR • 6TH FORM
Kew, TW8 0EX
Headteacher: Mr Will Williams
Total pupils: 576 kewhouseschool.com
Kingston-Upon-Thames
Canbury School
SENIOR • DAY • CO-ED
Kingston-Upon-Thames, KT2 7LN
Headteacher: Ms Louise Clancy
Total pupils: 55 canburyschool.co.uk
Holy Cross Preparatory School
GIRLS
PREP • DAY
Kingston-Upon-Thames, KT2 7NU
Headteacher: Mrs Sarah Hair
Total pupils: 287 holycrossprepschool.co.uk
Kingston Grammar School
SENIOR • 6TH FORM • DAY • CO-ED
Kingston-Upon-Thames, KT2 6PY
Headteacher: Mr SR Lehec
Total pupils: 819 kgs.org.uk
Marymount International School
SENIOR • 6TH FORM • DAY • BOARDING • GIRLS
Kingston-Upon-Thames, KT2 7PE
Headteacher: Mrs Margaret Giblin
Total pupils: 263 marymountlondon.com
Park Hill School and Nursery
NURSERY • PRE-PREP • DAY • CO-ED
Kingston-Upon-Thames, KT2 7SH
Headteacher: Alistair Bond
Total pupils: 99 parkhillschool.com
Rokeby School
PRE-PREP • PREP • DAY • BOYS
Kingston-Upon-Thames, KT2 7PB
Headteacher: Mr Jason Peck
Total pupils: 386 rokebyschool.co.uk
Shrewsbury House Preparatory School
PREP • DAY • BOYS
Surbiton, KT6 6RL
Headteacher: Mr Kevin Doble
Total pupils: 325 shrewsburyhouse.net
Surbiton High Girls’ Preparatory School
PREP • DAY • GIRLS
Kingston-Upon-Thames, KT1 2HW
Headteacher: Mrs Clementine Stewart
Total pupils: 300 surbitonhigh.com
Surbiton High Boys’ Preparatory School
PREP • DAY • BOYS
Surbiton, KT6 4SP
Headteacher: Mrs Sally Ralph
Total pupils: 208 surbitonhigh.com
Surbiton High School
SENIOR • 6TH FORM • DAY • GIRLS
Kingston-Upon-Thames, KT1 2JT
Headteacher: Mr Silas Edmonds, Principal is Mrs Rebecca Glover
Total pupils: 1,000 surbitonhigh.com
Northwood
Merchant Taylors’ Prep
NURSERY • PRE-PREP • PREP • DAY • BOYS
Rickmansworth, WD3 1LW
Headteacher: Miles Chester
Total pupils: 330 mtpn.org.uk
Merchant Taylors’ School
SENIOR • 6TH FORM • DAY • BOYS
Northwood, HA6 2HT
Headteacher: Mr Simon Everson
Total pupils: 1,040 mtsn.org.uk
Northwood College
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY GIRLS
Northwood, HA6 2YE
Headteacher: Mrs Rebecca Brown
Total pupils: 931 northwoodcollege.gdst.net
St Helen’s
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY GIRLS
Northwood, HA6 3AS
Headteacher: Mrs Bridget Ward
Total pupils: 1,106 sthelens.london
St John’s School
PRE-PREP • PREP • DAY • BOYS
Northwood, HA6 3QY
Headteacher: Mr Sean Robinson
Total pupils: 349 st-johns.org.uk
St Martin’s School
NURSERY • PRE-PREP • PREP • DAY • BOYS
Northwood, HA6 2DJ
Headteacher: Mr S Dunn
Total pupils: 404 stmartins.org.uk
Twinkle Stars Montessori
NURSERY • PRE-PREP • DAY • CO-ED
Northwood, HA6 1QS
Headteacher: Christina Bratsioti and Nooshin Cyrus
Total pupils: 60 twinklestarsmontessori.com
Pinner
Buckingham Preparatory School
NURSERY • PRE-PREP • PREP • DAY • BOYS
Pinner, HA5 5DT
Headteacher: Mr Michael Doyle
Total pupils: 113 buckprep.org
Reddiford School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Pinner, HA5 5HH
Headteacher: Mrs Jean Batt
Total pupils: 350 reddiford.co.uk
Richmond
Broomfield House School
NURSERY • PREP • DAY • CO-ED
Richmond, TW9 3HS
Headteacher: Adam Anstey
Total pupils: 178 broomfieldhouse.com
Kew Day Nursery
NURSERY • DAY • CO-ED
Richmond, TW9 4ES
Headteacher: Sarah Hodgson
Total pupils: 66 asquithnurseries.com
Kew Green Preparatory School
PRE-PREP • PREP • DAY • CO-ED
Richmond, TW9 3AF
Headteacher: Mr Jem Peck
Total pupils: 273 kgps.co.uk
King’s House School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Richmond, TW10 6ES
Headteacher: Mr Mark Turner
Total pupils: 400 kingshouseschool.org
Old Vicarage School
NURSERY • PRE-PREP • PREP • DAY • GIRLS
Richmond, TW10 6QX
Headteacher: Mrs Clare Strickland
Total pupils: 240 oldvicarageschool.com
Thomas’s College
SENIOR • BOARDING • DAY • CO-ED
Richmond, TW10 6JW
Master: Mr Will le Fleming
Total pupils: 650 thomas-s.co.uk
Greater London
Unicorn School
PREP
Kew, TW9 3JX
Headteacher: Mrs Polly Fraley
Total pupils: 172 unicornschool.org.uk
Shepperton
Halliford School
SENIOR
Shepperton, TW17 9HX
Headteacher: Mr James Davies
Total pupils: 500 hallifordschool.co.uk
Staines
Staines Preparatory School
NURSERY
Staines, TW18 2BT
Headteacher: Hannah Miles
Total pupils: 199 stainesprep.co.uk
Twickenham
The Mall School
PRE-PREP
Twickenham, TW2 5NQ
Headteacher: Mr David Price
Total pupils: 323 themallschool.org.uk
Newland House School
PRE-PREP •
Twickenham, TW1 4TQ
Headteacher: Chris Skelton
Total pupils: 450 newlandhouse.net
St Catherine’s School
NURSERY
Twickenham, TW1 4QJ
Headteacher: Johneen McPherson
Total pupils: 415 stcatherineschool.co.uk
Wembley
Buxlow Prep School
PREP • DAY • CO-ED
Wembley, HA9 7QJ
Headteacher: Mr May
Total pupils: 73 buxlowschool.org.uk
Happy Days Montessori
NURSERY • PRE-PREP • DAY • CO-ED
Wembley, HA9 0RG
Headteacher: Ms Margaret Dillane
Total pupils: 32 happydaysmontessori.co.uk
Harmony Montessori Nursery
NURSERY • PRE-PREP • DAY • CO-ED
Wembley, HA9 8RG
Headteacher: Ms Anita Mohindra
Total pupils: 44 harmonymontessori.co.uk
Lycée International de Londres
Winston Churchill
PREP • PRE-PREP • SENIOR • CO-ED
Wembley HA9 9HP
Headteacher: Mireille Rabaté
Total pupils: 900+ lyceeinternational.london
St Christopher’s School
PREP • DAY • CO-ED
Wembley Park, HA9 8HE
Headteacher: Mr G P Musetti
Total pupils: 81 stchristophersschool.org.uk
Old Vicarage School
48 Richmond Hill, Richmond Upon Thames TW10 6QX
Head Teacher: Mrs Clare Strickland
Admissions: Miss Anna Myerscough registrar@oldvicarageschool.com 0208 940 0922
GENDER/AGES: Girls, 3-11 years
TOTAL PUPILS: 240 TYPE: Day
FEES: Nursery
£5,535 (5 full days); Reception to Year 6 £6,990 per term including VAT
TYPICAL CLASS SIZE: Prep – maximum 16
NURTURING POTENTIAL
At Sarum Hall School we believe that the spirit of every child should be nurtured; that happiness gets results; and that success is ensuring every pupil achieves their personal best.
We are a modern, independent girls prep school in London’s Belsize Park. We focus on each pupil as an individual, and inspire them to fulfil their potential and encourage them to achieve excellence.
Individual talents are nurtured, and we instil a strong sense of purpose to every pupil, allowing them to explore our wonderful world with confidence. The foundations set at Sarum Hall School will last a lifetime.
Miss K Coles - Headmistress
Sarum Hall School 15 Eton Avenue, London NW3 3EL 020 7794 2261 admissions@sarumhallschool.co.uk www.sarumhallschool.co.uk
MAIN EXIT SCHOOLS: St Paul’s Girls, Godolphin and Latymer, Lady Eleanor Holles, Putney High, Epsom College and major boarding schools.
FAITH: Non-denominational.
ENTRANCE PROCEDURE: Our main entry points are at either 3+ into our nursery, Little Vic, or 4+ into Reception. Early registration is advisable, and places are offered by date of registration.
Places higher up the school are offered after girls have spent a morning with us when they will be assessed in Maths and English.
School philosophy: The school in the ‘castle’ on Richmond Hill. A special place with a unique blend of traditional education and a modern, outward-looking approach to nurturing creative, confident and ambitious girls who are wellprepared for life beyond in the wider world. Combining the best specialist teaching for girls aged 3-11 in classes of 16 or less, with a diverse range of sports and outdoor activities to enjoy.
We teach the girls that there are no limits in what they can achieve. As they journey through the school, they continue to be challenged in all areas; being ambitious and aiming high is embedded into the ethos of the school.
Academic record: Old Vicarage School class of 2025 achieved over 120 senior school offers, went onto 16 different schools with an impressive 29 scholarships, including academic, sport, music, art, and drama.
Extra-curricular: Sports including netball, football and cricket with local and national competition. Weekly swimming lessons for all. New Performing Arts Wing. Art and DT with textiles, ceramics and design using 3D printers. A host of extra-curricular clubs from Music Technology to Debating to Yoga and Mindfulness.
Notable achievements and alumni: Hilda Mary Woods – Medical statistician and Epidemiologist, Hayley Mills - Actor, Jemima Goldsmith – TV, film and documentary producer, journalist and campaigner and Michael Attenborough –Theatre director.
Private Tours: Please contact registrar@oldvicarageschool.com to arrange a private tour www.oldvicarageschool.com
Book your place dulwich.org.uk/admissions/ducks
Entry into Reception (4+) 2027
Deferred places to Dulwich College Junior School are available at 4+
HOLLAND REGENT’S PARK
SIXTH FORM TOUR
Shape what comes next in a transformational Sixth Form
Join us on Thursday 18th June
Scholarships available and bursaries up to 100%
SIXTH FORM TOUR
Discover a distinctly different Sixth Form experience
Join us on Tuesday 16th June
Scholarships available and bursaries up to 100%
FRANCIS
FRANCIS HOLLAND SLOANE SQUARE
Today, University College School’s founding promise to offer an education of enlightenment resonates more strongly than ever. Our contemporary school nurtures happy and compassionate pupils who are academically ambitious, intellectually curious, and encouraged to shine purposefully in the world.
Open evenings start in May.
South East SOUTH EAST
This map illustrates the location of some of the leading independent schools in this region. A directory of schools, listed by area, follows this page.
East Sussex
West Sussex
Timeless foundations. Contemporary world.
Timeless foundations. Contemporary world.
In a fast-changing world, it’s essential to evolve. But it’s also important to hold fast to what matters.
In a fast-changing world, it’s essential to evolve. But it’s also important to hold fast to what matters.
At Caldicott we specialise in nurturing bright young minds equipped with character, courage and compassion. Our boys are fundamentally prepared to pursue a future full of possibility, surrounded daily with inspiration, opportunity and fulfilment.
At Caldicott we specialise in nurturing bright young minds equipped with character, courage and compassion. Our boys are fundamentally prepared to pursue a future full of possibility, surrounded daily with inspiration, opportunity and fulfilment.
Caldicott delivers a first-class educational experience for boys that is built on timeless foundations, while fitting the demands of the modern world.
Caldicott delivers a first-class educational experience for boys that is built on timeless foundations, while fitting the demands of the modern world.
An education very much of its time and unmistakably Caldicott in its nature.
An education very much of its time and unmistakably Caldicott in its nature.
Caldicott
Caldicott
Preparatory School for Boys
Preparatory School for Boys
Register for our Open Morning on Saturday 16 May 2026
Register for our Open Morning on Saturday 16 May 2026
SOUTH EAST
Berkshire - Buckinghamshire
Berkshire
The Abbey School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • GIRLS
Reading, RG1 5DZ
Headteacher Junior School: Mrs Beccy Newton
Headteacher Senior School: Dr Sarah Tullis
Total pupils: 1,430 theabbey.co.uk
Bradfield College
SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • CO-ED
Bradfield, RG7 6AU
Headteacher: Dr Chris Stevens
Total pupils: 756 bradfieldcollege.org.uk
Brockhurst and Marlston House School
NURSERY • PRE-PREP • PREP • DAY • FLEXI • BOARDING • BOYS
Head Teacher: Mrs Rebecca Smith admissions@kes-prep.school 01794 513231
GENDER/AGES: Boys and girls, 2-11 years TOTAL PUPILS: 300 TYPE: Day
FEES: Nursery – full and part time Nursery places (ages 2-4) are available for up to 50 weeks of the year. KES Prep is a participant in the Government’s Early Years Education (EYE) Scheme. Pre-Prep – Reception £4,720 per term. Year 1 £5,140 per term. Lower Prep – Year 2 £5,140 per term. Year 3 £5,975 per term. Year 4 £7,830 per term. Upper Prep – Year 5 £7,830 per term. Year 6 £7,830 per term.
ENTRANCE PROCEDURE: Gently selective with informal assessment on taster days.
School philosophy: King Edward VI Preparatory School is an exciting Independent School where boys and girls thrive in its unique family environment. Set in 22 acres of land, it is a school with a strong academic record, fantastic sports facilities, links to well-known academic secondary schools and plenty of access to the great outdoors. It is the preparatory school for King Edward VI, Southampton.
We hold regular Open Events throughout the year for visitors to visit the school, meet our children and explore our facilities and extensive grounds. If these dates are not suitable, we welcome families in to school for individual tours throughout the year. Visit the website to book your place.
l Boys’ 100% boarding prep school with fortnightly exeats l Excellent pastoral and academic record l Bursaries available l 130 acres of grounds l Fully compliant in the 2025 ISI inspection l Bus to Fulham and Newbury on exeat weekends and start/end of Half Term l Simon Barber, voted Best Head of a Prep School in the Tatler Schools Awards Ludgrove, Wokingham, Berkshire RG40 3AB 0118 978 9881 registrar@ludgroveschool.co.uk www.ludgrove.net
SOUTH EAST
ACS Egham International School
NURSERY •
CO-ED
Egham, TW20 0HS
Headteacher: Mark Wilson
Total pupils: 617 acs-schools.com
Aldro
PREP
Godalming, GU8 6AS
Headteacher: Chris Carlier
Total pupils: 180 aldro.org
Amesbury School
NURSERY •
Hindhead, GU26 6BL
Headteacher: Mr Gavin Franklin
Total pupils: 333 amesburyschool.co.uk
Barfield Prep School
NURSERY •
Farnham, GU10 1PB
Headteacher: Mr Andre Boyle
Total pupils: 156 barfieldpst.org
Barrow Hills School
NURSERY •
Nr Godalming, GU8 5NY
Headteacher: Mr John Towers
Total pupils: 230 barrowhills.org
Belmont School
NURSERY •
• CO-ED
Dorking, RH5 6LQ
Headteacher: Helen Skrine
Total pupils: 186 belmont-school.org
Bishopsgate School
NURSERY
Englefield, TW20 0YJ
Headteacher: Mr Rob Williams
Total pupils: 350 bishopsgate-school.co.uk
Box Hill School
SENIOR
Dorking, RH5 6EA
Headteacher: Mr Corydon Lowde
Total pupils: 416 boxhillschool.com
Cambridge Tutors College
6TH FORM • DAY • CO-ED
Croydon, CR0 5SX
Headteacher: Dr Chris Drew
Total pupils: 212 ctc.ac.uk
Caterham Preparatory School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Caterham, CR3 6YB
Headteacher: Ben Purkiss
Total pupils: 293 caterhamprepschool.co.uk
Caterham School
SENIOR • 6TH FORM
Caterham, CR3 6YA
Headteacher: Mr Ceri Jones
Total pupils: 897 caterhamschool.co.uk
Charterhouse
SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Godalming, GU7 2DX
Head: Dr Alex Peterken
Total pupils: 1,030 charterhouse.org.uk
Chinthurst School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Tadworth, KT20 5QZ
Headteacher: Catherine Trundle
Total pupils: 221 chinthurstschool.co.uk
City of London Freemen’s School
JUNIOR • SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Ashstead, KT21 1ET
Headteacher: Mr Roland Martin
Total pupils: 971 freemens.org
Claremont Fan Court School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • CO-ED Esher, KT10 9LY
GENDER/AGES: Boys and girls, 11-18 years TOTAL PUPILS: 490, boys 245, girls 245
TYPE: Day FEES: Senior – Day from £8,575 per term
ENTRANCE PROCEDURE: Year 7 Entry: Pupils will sit academic assessments in English, Mathematics, Verbal and Non-Verbal Reasoning, enabling us to understand their current attainment and potential. Pupils will also take part in Warrior Learner Assessments, which involve a number of individual and group activities, allowing us to assess their creativity and how they work with other children. All pupils will also have a friendly, informal interview with a member of staff. We also offer a Year 5 entrance pathway.
School philosophy: Our aim at Dunottar is to bring out the best in every pupil, enabling them to be the very best they can be. Pastoral care is at the heart of everything we do. Pupils benefit from our Warrior Learning philosophy, a holistic approach to education which focuses on developing well-rounded individuals.
Open Days: Open Days run throughout the year. Please see our website for details.
NURSERY • PRE-PREP • PREP • DAY • BOYS Sutton, SM1 2TE
Headteacher: Mr John Towers
Total pupils: 348
homefield.sutton.sch.uk
Hurtwood House School
SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Dorking, RH5 6NU
Headteacher: Mr Cosmo Jackson
Total pupils: 350 hurtwoodhouse.com
International School of London, Surrey
NURSERY • PRE-PREP • PREP • SENIOR • DAY • CO-ED
Woking, GU22 8HY
Headteacher: Mr Richard Parker
Total pupils: 250 islschools.org/surrey
King Edward’s Witley
SENIOR • 6TH FORM • DAY • WEEKLY • FLEXI • BOARDING • CO-ED
Nr Godalming, GU8 5SG
Headteacher: Joanna Wright
Total pupils: 476 kesw.org
Kingswood House School
PRE-PREP • PREP • DAY • CO-ED • SENIOR
Epsom, KT19 8LG
Headteacher: Mr Duncan Murphy
Total pupils: 175 kingswoodhouse.org
Laleham Lea School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Purley, CR8 3JJ
Headteacher: Ms Karen Barry
Total pupils: 110 lalehamlea.co.uk
Lingfield College
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • CO-ED
Lingfield, RH7 6PH
Headteacher: Mr Richard Bool
Total pupils: 928 lingfieldcollege.co.uk
Longacre School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Guildford, GU5 0NQ
Acting Headteacher: Mr Matthew Bryan
Total pupils: 211 longacre.surrey.sch.uk
Lyndhurst School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Camberley, GU15 3NE
Headteacher: Mr Andrew Rudkin
Total pupils: 118 lyndhurstschool.co.uk
Manor House School
NURSERY • PRE-PREP • PREP • SENIOR • DAY • GIRLS
Little Bookham, KT23 4EN
Headteacher: Ms Tracey Fantham
Total pupils: 293 manorhouseschool.org
Micklefield School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Reigate, RH2 9DU
Headteacher: Mr Ryan Ardé
Total pupils: 218 micklefieldschool.co.uk
Milbourne Lodge School
PRE-PREP • PREP • DAY • CO-ED
Esher, KT10 9EG
Headteacher: Mrs Judy Waite
Total pupils: 215 milbournelodge.co.uk
Moon Hall School
NURSERY • PRE-PREP • PREP • SENIOR • DAY • CO-ED
Leigh, RH2 8RE
Headteacher: Michelle Catterson
Total pupils: 200 moonhallschoolregiate.co.uk
Moon Hall School
PREP • DAY • CO-ED Nr Dorking, RH5 6LQ
Headteacher: Ms Emma Fraser
Total pupils: 45 moonhallschool.co.uk
More House School
PREP • SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • BOYS
Farnham, GU10 3AP
Headteacher: Mr Jonathan Hetherington
Total pupils: 498 morehouseschool.co.uk
Notre Dame School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY •
GIRLS
Cobham, KT11 1HA
Senior Headteacher is Anna King
Prep Headteacher is Amélie Morgan
Total pupils: 600 notredame.co.uk
Feltonfleet School
Byfleet Road, Cobham, Surrey KT11 1DR
Head Teacher: Shelley Lance Admissions: Sophie Collins admissions@feltonfleet.co.uk office@feltonfleet.co.uk 01932 862264
GENDER/AGES: Boys and girls, 3-13 years
TOTAL PUPILS: 427, boys 236, girls 191 TYPE: Day, Weekly, Flexi Boarding
FEES: Nursery 5 mornings £2,937 (fees do not reflect the early years funding for 3&4 yr olds which Feltonfleet participates in) + £507 per afternoon. Pre-Prep – day £5,580 per term, Prep – day £8,199 per term, weekly £9,724 (4 nights mon-thurs), flexi boarding options available, charged on a per night basis and based on an 11-week term with 1 week half term. (All fees inclusive of VAT, except Nursery which are exempt)
TYPICAL CLASS SIZE: Prep – 16-18
MAIN EXIT SCHOOLS: Epsom College, Reed’s School, St John’s Leatherhead, Guildford High School, Charterhouse, Claremont Fan Court, St George’s Weybridge, Wellington College, Tonbridge and Halliford School
FAITH: No formal faith-based ethos
MOTTO: Where Individuals Really Matter
ENTRANCE PROCEDURE: Registration, Holistic Assessment – depending on stage of entry, Yr3 and above includes online assessments in English, Maths, VR and NVR. All applicants come for a taster day/session so that we can get to know them. We also request school reports/references. We take a whole child, holistic approach to all applicants and offer an accessible and inclusive process.
School philosophy: Our school values are key to our community – honesty, responsibility, respect and kindness and are embedded in all that we do, how we behave and how we treat each other.
Academic record: Our commitment to academic excellence ensures every child gains a place at a top-tier senior school, with 100% securing their first choice. Multiple prestigious scholarships are awarded across a range of disciplines.
Extra-curricular: Extensive extra-curricular opportunities across multiple aspects of school life – academic, sport, creative and performing arts, life-skills and community activities, physical and outdoor clubs. Over 100+ clubs and activities available. Open Days: 30 April 2026 and 5 June 2026
www.feltonfleet.co.uk
Where true confidence takes flight
World-class education that empowers girls to thrive
We
from
SOUTH EAST
Oakhyrst Grange School
PREP • DAY • CO-ED
Caterham, CR3 6AF
Headteacher: Mr Alex Gear
Total pupils: 154 oakhyrstgrangeschool.co.uk
Oakwood School
NURSERY • PRE-PREP
Purley, CR8 2AN
Headteacher: Mr Ciro Candia
Total pupils: 174 oakwoodschool.org.uk
Old Palace of John Whitgift School Junior
NURSERY
South Croydon, CR2 7YN
Headteacher: Mr Tim Horton
Total pupils: 150 oldpalace.croydon.sch.uk
Old Palace of John Whitgift School Senior
SENIOR • 6TH FORM
Croydon, CR0 1AX
Headteacher: Jane Burton
Total pupils: 700 oldpalace.croydon.sch.uk
Parkside School
NURSERY
Cobham, KT11 3PX
Headteacher: Nicole Janssen
Total pupils: 255 parkside-school.co.uk
Prior’s Field
SENIOR
GIRLS
Godalming, GU7 2RH
Headteacher: Tracy Kirnig
Total pupils: 440 priorsfieldschool.com
Reed’s School
SENIOR
BOYS
GIRLS
Cobham, KT11 2ES
Headteacher: Mr Mark Hoskins
Total pupils: 800 reeds.surrey.sch.uk
Reigate St Mary’s Preparatory and Choir School
NURSERY
Reigate, RH2 7RN
Headteacher: Mr Marcus Culverwell
Total pupils: 336 reigatestmarys.org
Reigate Grammar School
SENIOR • 6TH FORM • DAY • CO-ED
Reigate, RH2 0QS
Headteacher: Mr Shaun Fenton
Total pupils: 947 reigategrammar.org
RGS Guildford
SENIOR • 6TH FORM • DAY
Guildford, GU1 3BB
Headteacher: Dr Jon Cox
Total pupils: 972 rgsg.co.uk
RGS Prep
NURSERY • PRE-PREP • PREP • DAY • BOYS
Guildford, GU1 2EL
Headteacher: Mr Toby Freeman-Day
Total pupils: 345 rgsg.co.uk
Ripley Court
NURSERY • PRE-PREP
Ripley, GU23 6NE
Acting Headteacher: Gavin Ryan
Total pupils: 267 ripleycourt.co.uk
Rowan Preparatory School
NURSERY • PRE-PREP • PREP • DAY • GIRLS
Esher, KT10 0LX
Headteacher: Mrs Sarah Raja
Total pupils: 320 rowanprepschool.co.uk
Royal Alexandra & Albert School
PREP
Reigate, RH2 0TD
Headteacher: Mr Mark Dixon
Total pupils: 960 raa-school.co.uk
Rydes Hill Pre-Prep and Nursery School
NURSERY • PRE-PREP • DAY • CO-ED
Guildford, GU2 8BP
Headteacher: Faye Messinger
Total pupils: 100 rydeshill.com
St Catherine’s School, Bramley
PRE-SCHOOL • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • GIRLS
Guildford, GU5 0DF
Head, Prep School: Miss Naomi Bartholomew
Head, Senior School: Emma Watson
Total pupils Prep School: 218
Total pupils Senior School: 615
stcatherines.info
St Christopher’s Nursery and Pre-Prep
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Epsom, KT18 5HE
Headteacher: Mrs Bronia Grehan
Total pupils: 176 st-christophers.surrey.sch.uk
St David’s School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Purley, CR8 3AL
Headteacher: Ms Cressida Mardell
Total pupils: 149 stdavidsschool.co.uk
St Edmund’s School
NURSERY • PRE-PREP • PREP • SENIOR • DAY • CO-ED
Hindhead, GU26 6BH
Headteacher: Dr Adam Walliker
Total pupils: 607 saintedmunds.co.uk
St George’s Weybridge
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • CO-ED
Weybridge, KT15 2QS
Headteacher: Mr Antony Hudson and Mrs Rachel Owens
Total pupils: 950 stgeorgesweybridge.com
St Hilary’s School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Godalming, GU7 1RZ
Headteacher: Mrs Jane Wittingham
Total pupils: 264 sthilarysschool.com
St Ives School
NURSERY • PRE-PREP • PREP • DAY • BOYS • GIRLS
Haslemere, GU27 2ES
Headteacher: Mrs Kay Goldsworthy
Total pupils: 115 stiveshaslemere.com
St James Senior Boys’ School
SENIOR • 6TH FORM • DAY • WEEKLY • FLEXI • BOARDING •
BOYS
Ashford, TW15 3DZ
Headteacher: Mr David Brazier
Total pupils: 382 stjamesschool.co.uk
St John’s School
SENIOR • 6TH FORM • DAY • WEEKLY • FLEXI • BOARDING •
CO-ED
Leatherhead, KT22 8SP
Headteacher: Mr Alex Tate
Total pupils: 800 stjohnsleatherhead.co.uk
St Teresa’s School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY •
WEEKLY • FLEXI • BOARDING • GIRLS
Dorking, RH56ST
Headteacher: Mr Mike Farmer
Total pupils: 331 st-teresas.com
Seaton House School
NURSERY • PRE-PREP • PREP • DAY • GIRLS
Sutton, SM2 5LH
Headteacher: Mr Carl Bates
Total pupils: 160 seatonhouse.sutton.sch.uk
Shrewsbury House
Pre-Preparatory School
NURSERY • PRE-PREP • DAY • CO-ED
Esher, KT10 9EA
Headteacher: Jon Akhurst
Total pupils: 85 shrewsburyhousepreprep.net
Sir William Perkin’s School
SENIOR • 6TH FORM • DAY • GIRLS
Chertsey, KT16 9BN
Headteacher: Mr Chris Muller
Total pupils: 606 swps.org.uk
The Study School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
New Malden, KT3 5DP
Headteacher: Mrs Donna Brackstone-Drake
Total pupils: 134 thestudyschool.co.uk
Sutton High School
PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • GIRLS
Sutton, SM1 2AX
Headteacher: Beth Dawson
Total pupils: 642 suttonhigh.gdst.net
Hazel
Amesbury School
Head Teacher: Gavin Franklin Admissions: Catherine McSheehy, Registrar admissions@amesburyschool.co.uk 01428 604322
GENDER/AGES: Boys and girls, 9 months-13 years
TOTAL PUPILS: 310, boys 170, girls 140 TYPE: Day, Limited Boarding FEES: Please visit www.amesburyschool.co.uk/admissions/fees-and-bursaries/ ENTRANCE PROCEDURE: Visit and taster day, with CAT testing from year 4, assessment of reading, comprehension and mathematical ability.
School philosophy: A dynamic and inclusive prep school where academic ambition, character education and pastoral care come together to spark passion, inspire curiosity and nurture a kind, confident, have-a-go spirit in every child.
Open Days: Please check for latest www.amesburyschool.co.uk/admissions/open-day/ www.amesburyschool.co.uk
us to arrange
A Future Without Limits Begins At Roedean
A Roedean education provides girls with the ambition, knowledge, and confidence to thrive at the world’s leading universities and beyond.
Academic Ambition
Exceptional teaching that inspires curiosity and a lifelong love of learning.
Boundless Opportunity
Broadening horizons through a rich co-curricular programme spanning sport, the arts, leadership, and adventure.
Girls First: Empowered, Encouraged, Engaged
Confidence for Life
A nurturing environment that builds resilience, independence, and confidence to believe that anything is possible.
SOUTH EAST
Surrey - East Sussex
TASIS The American School in England
NURSERY
CO-ED
Thorpe, TW20 8TE
Headteacher: Bryan Nixon
Total pupils: 720 tasisengland.org
Tormead School
PRE-PREP
Guildford, GU1 2JD
Head: Mr David Boyd
Head of Prep: Nicky Fry
Total pupils: 894 tormeadschool.org.uk
Weston Green School
NURSERY
Thames Ditton, KT7 0JN
Headteacher: Mr David Brown westongreenschool.org.uk
Westward School
NURSERY
Walton-on-Thames, KT12 1LE
Headteacher: Mrs Shelley Stevenson
Total pupils: 151 westwardschool.co.uk
Woldingham School
SENIOR
Woldingham, CR3 7YA
Headteacher: Mrs Sue Baillie
Total pupils: 550 woldinghamschool.co.uk
The Yehudi Menuhin School PREP
Cobham, KT11 3QQ
Headteacher: Dr Robin Harskin
Total pupils: 98 menuhinschool.co.uk
East Sussex
Battle Abbey Preparatory School
NURSERY
Bexhill, TN40 2NH
Headteacher: Mrs M Maslin
Total pupils: 98 battleabbeyschool.com
Battle Abbey School
SENIOR
Battle, TN33 0AD
Headteacher: Mr David Clark
Total pupils: 378 battleabbeyschool.com
Bede’s Preparatory School
NURSERY
Eastbourne, BN20 7XL
Headteacher: Mrs Leigh-Anne Morris
Total pupils: 400 bedes.org/prep
Bede’s School
SENIOR
6TH
Upper Dicker, BN27 3QH
Headteacher: Mr Peter Goodyer
Total pupils: 750 bedes.org
Bellerbys College Brighton
SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Brighton, BN1 4LF
Headteacher: Mr Simon Mower
Total pupils: 888 bellerbys.com
Bricklehurst Manor School
NURSERY • PREP • DAY • CO-ED
Wadhurst, TN5 7EL
Headteacher: Mrs Christine Flowers
Total pupils: 122 bricklehurst.co.uk
Brighton & Hove Junior School
NURSERY • PREP • DAY • GIRLS
Hove, BN3 6NH
Headteacher: Ms Sian Cattaneo
Total pupils: 243 bhhs.gdst.net
Brighton & Hove High School
SENIOR • 6TH FORM • DAY • GIRLS
Brighton, BN1 3AT
Headteacher: Ms Jennifer Smith
Total pupils: 338 bhhs.gdst.net
Brighton College Prep School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Brighton, BN2 5JJ
Headteacher: Ant Falkus
Total pupils: 380 brightoncollege.org.uk
Brighton College
SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • CO-ED
Brighton, BN2 0AL
Headteacher: Richard Cairns
Total pupils: 1088 brightoncollege.org.uk
Claremont School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY •
WEEKLY • BOARDING • CO-ED
Nursery and Prep School, East Sussex, TN37 7PW
Senior and Sixth Form, East Sussex, TN32 5UJ
Principal: Ed Dickie
Total pupils: 400 claremontschool.co.uk
Eastbourne College
SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Eastbourne, BN21 4JY
Headteacher: Mr Tom Lawson
Total pupils: 600 eastbourne-college.co.uk
Frewen College
PREP • SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • CO-ED
Nr Rye, TN31 6NL
Headteacher: Nick Goodman
Total pupils: 111 frewencollege.co.uk
Greenfields School
NURSERY • PREP • SENIOR • 6TH FORM • DAY • WEEKLY •
BOARDING • CO-ED
Forest Row, RH18 5JD
Headteacher: Mr Jeff Smith
Total pupils: 135 greenfieldsschool.com
Lancing College Preparatory School at Hove
PRE-PREP • PREP • DAY • CO-ED
Hove, BN3 6LU
Headteacher: Mrs Kirsty Keep
Total pupils: 244 lancingcollege.co.uk
Lewes Old Grammar School
NURSERY • PREP • SENIOR • 6TH FORM • DAY • CO-ED
Lewes, BN7 1XS
Headteacher: Mr R Blewitt
Total pupils: 574 logs.uk.com
Mayfield School
SENIOR • 6TH FORM • DAY • WEEKLY • FLEXI • BOARDING •
GIRLS
Mayfield, TN20 6PH
Headteacher: Mrs Deborah Bligh
Total pupils: 400 mayfieldgirls.org
Northease Manor School
PREP • SENIOR • DAY • WEEKLY • BOARDING • CO-ED
Lewes, BN7 3EY
Headteacher: Claire Farmer
Total pupils: 96 northease.co.uk
Roedean
SENIOR • 6TH FORM • DAY • WEEKLY • FLEXI • BOARDING •
Consistently rated Outstanding by Ofsted across all areas since opening in 2012
Set across two inspiring sites – one in the countryside of East Sussex and one near the sea in Hove – The Montessori Place offers an authentic Montessori education. Within thoughtfully prepared environments, children’s natural curiosity and love of learning are carefully nurtured. We balance academic purpose with creative exploration, enabling children to progress a their own pace and follow their intrinsic motivation. Respect for the child and for the natural world underpins daily life, fostering collaboration and purposeful independence. Every child is supported as a unique individual, and as a valued member of a connected learning community.
OPEN DAYS
Hove School – 21 November Eason’s Green School 30 May & 17 October
Hove & Framfield, East Sussex themontessoriplace.org.uk | Tel: 01273 773764
SENIOR • 6TH FORM • DAY • FLEXI • BOARDING • CO-ED
Turners Hill, RH10 4SD
Headteacher: Ben Pennington
Total pupils: 600 worthschool.org.uk
wellingtoncollege.org.uk
Co-educational day & boarding school for ages 13–18 in the heart of Berkshire.
admissions@wellingtoncollege.org.uk
+44 (0)1344 444013
Whyall-girls?
SeniorSchooland SixthFormOpenDay ents
Saturday9May
Bookontooneofoureventstoseewhy.
JuniorSchoolOpenMorning
Saturday16May
The Pilgrims’ School is a day and boarding school for boys aged 4-13, an hour from London in the heart of Winchester.
The Pilgrims’ School is a day and boarding school for boys aged 4-13, an hour from London in the heart of Winchester.
The Pilgrims’ School is a day and boarding school for boys aged 4-13, an hour from London in the heart of Winchester.
The Pilgrims’ School is a day and boarding school for boys aged 4-13, an hour from London in the heart of Winchester.
Let Pilgrims’ be the next step on your son’s journey. Find out more at thepilgrims-school.co.uk
Let Pilgrims’ be the next step on your son’s journey. Find out more at thepilgrims-school.co.uk
Let Pilgrims’ be the next step on your son’s journey. Find out more at thepilgrims-school.co.uk
Let Pilgrims’ be the next step on your son’s journey. Find out more at thepilgrims-school.co.uk
SOUTH WEST
South West
This map illustrates the location of some of the leading independent schools in this region. A directory of schools, listed by area, follows this page.
Headteacher: Mr Tom O’Sullivan Total pupils: 425 cheltenhamcollege.org
Cheltenham College
SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • CO-ED
Cheltenham, GL53 7LD
Headteacher: Mrs Nicola Huggett
Total pupils: 750 cheltenhamcollege.org
Cheltenham Ladies’ College
SENIOR • 6TH FORM • DAY • BOARDING • GIRLS
Cheltenham, GL50 3EP
Headteacher: Ms Eve Jardine-Young Total pupils: 874 cheltladiescollege.org
Clifton College Pre-Preparatory School
PRE-PREP • DAY • WEEKLY • BOARDING • CO-ED
Bristol, BS8 3EZ
Headteacher: Mr Sam Morgan
Total pupils: 141 cliftoncollege.com/the-schools/ pre-preparatory-school
Clifton College Preparatory School
PREP • DAY • WEEKLY • BOARDING • CO-ED
Bristol, BS8 3HE
Headteacher: Mr Jim Walton
Total pupils: 329 cliftoncollege.com/the-schools/ preparatory-school
Clifton College
SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • CO-ED
Bristol, BS8 3JH
Headteacher: Dr Tim Greene
Total pupils: 1,268 cliftoncollege.com/the-schools/upperschool
Clifton High School
NURSERY • PREP • SENIOR • 6TH FORM • DAY • CO-ED
Bristol, BS8 3JD
Headteacher: Mr Will Phelan
Total pupils: 785 cliftonhigh.co.uk
SCHOLARSHIPS AT TAUNTON SCHOOL
We warmly invite students to discover the benefits of an inspiring education here at Taunton School and apply for our scholarship opportunities with 2026 entry into Year 7, Year 9 and Sixth Form.
ARRANGE YOUR BESPOKE VISIT LEARN
SOUTH WEST
Gloucestershire - Somerset
Collegiate School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • CO-ED
SENIOR • 6TH FORM • DAY • WEEKLY • FLEXI • BOARDING • CO-ED
Taunton, TA1 3LA
Headteacher: Mr Michael Sloan
Total pupils: 448 kings-taunton.co.uk
King’s Hall School
NURSERY • PRE-PREP • PREP • DAY • WEEKLY •
BOARDING • CO-ED
Taunton, TA2 8AA
Headteacher: Mr Justin Chippendale
Total pupils: 289 kingshalltaunton.co.uk
King’s Bruton
SENIOR • 6TH FORM • DAY • FLEXI • BOARDING • CO-ED
Bruton, BA10 0ED
Headteacher: Ian Wilmshurst
Total pupils: 330 kingsbruton.com
01425 626900
GENDER/AGES: Boys and girls, 2-16 years TOTAL PUPILS: 439 (excluding Nursery & Kindergarten), boys 236, girls 203 TYPE: Day
FEES: For a full list of fees, please see our website. Termly Fees (including lunch) for our key entry point year groups: Reception – £3,755; Year 3 – £5,655; Year 7 – £6,578, which rises to £6,922 for our Senior School (Year 9 to Year 11). Ballard has pledged that they will help parents by phasing in VAT payments over the next couple of years. Parents will only be charged 6% VAT for this academic year (which is included in the fees above).
ENTRANCE PROCEDURE: Please see our website for details.
School philosophy: At Ballard, we encourage everybody to be the best version of themselves, now and in the future, preparing children for the world beyond Ballard. We inspire and challenge children, building a lifelong love of learning and nurturing them so they are confident, balanced, happy, kind and resilient. We offer so many opportunities, children can find their passion. Our holistic, valuesled education and inspiring, inclusive community allow children to be themselves, think of others and positively contribute to making the world a better place.
Academic record: Ballard continues to buck the national trend with half of all exams passed at the highest grades (9-7), more than double the national average and 14.3% at Grade 9, almost three times the national average. Almost 42% of pupils gained a Grade 9 in one or more of their exams. On average, each pupil achieved 0.88 of a grade higher than expected (based on their baseline assessment) in every subject, with 48% of pupils gaining on average, at least a whole grade higher per subject.
Extra-curricular: Over 150 activities and GCSE “Raising Attainment” sessions a week, Ballard’s co-curricular programme is designed to give pupils of all ages a breadth of opportunities, from Mandarin to special effects. Whatever their individual strengths or curiosities, there is something for everyone.
Notable achievements and alumni: Crowned Co-educational School of the Year in October 2024, Ballard has reached the finals for Sport (2023), Performing Arts (2022), and Student Wellbeing (2021). In 2025, we won the ISA Award for Fine Arts and Design, having reached the finals three times in the last four years. Our Eco-Ambassadors achieved Eco Schools Green Flag status with Distinction and we retained our School Games Mark Gold status. We also reached the finals of the MTI Award for Musical Theatre Provision. As well as team success, individual pupils have succeeded in the academic world, Sport and the Performing Arts to a high level and our alumni include four Paris Olympians, three Olympic medallists, world champions, successful authors, actors, an international opera star, and a pop band.
Open Days: Termly and visitors welcome at any time by appointment. www.ballardschool.co.uk
Head Teacher: Mr Stuart Turner Admissions: Registrar – registrar@ballardschool.co.uk
CO-EDUCATIONAL SCHOOL WINNER
BOARDING & DAY SCHOOL
CO-EDUCATIONAL 11-18
DEVIZES, WILTSHIRE
A big-hearted, unpretentious country school that manages to be traditional yet forward thinking at the same time – no mean feat.” - Good Schools Guide
FEES: Nursery – On request; Pre-Prep from £4,909 per term; Prep from £6,363 per term
TYPICAL CLASS SIZE: Pre-Prep – maximum 16, Prep – 20
MOTTO: ‘Making the Most of Every Moment’ ENTRANCE PROCEDURE: Please see our website for details.
School philosophy: Tockington Manor is more than just a school. “Homely” is the word most often used to describe us. Our Headmaster believes in taking the time to find out what makes every Tockington child ‘tick’ and helping them to live out the school motto. We strive to allow children to be children for as long as possible while preparing them for senior schools and beyond. The school emphasizes a balanced approach, fostering both the attitude and aptitude necessary for future success. With small, friendly classes, passionate teachers, and personalised learning, each child receives the attention needed to discover and develop their unique talents.
Academic record: We have an enviable 100% success rate in delivering entry into pupils’ first-choice Senior Schools, with many being awarded scholarships in Academia, Sport, Music, Drama and Design Technology. Our Pathway Programme for Year 7 and 8 pupils offers an exciting lineup of events and support for those with exceptional talents.
Extra-curricular: With over 70 clubs on offer, Tockington Manor pupils are spoilt for choice. Sporting blood runs strong in our veins and we see sport, exercise and health as a vital part of a child’s overall development. With extensive facilities for sports, music, arts and drama on our 28-acre site, there are opportunities for every child to excel.
Notable achievements and alumni: Learning to play as part of a team, as well as perform successfully as an individual has culminated in an excellent record of sporting achievements including three national champions within three years. Old Tockingtonians have represented Great Britain in rowing and cross country, as well as playing professionally in football and rugby. Our pupils excel at cricket, cross-country, rugby and swimming with teams even achieving national championship status in some sports.
Open Days: We do hold Open Days twice a year however the school is open year-round for private tours with the Headmaster, in term time. www.tockingtonmanorschool.com
Head
SOUTH WEST
Meadowpark School
NURSERY
Swindon, SN6 6DD
Headteacher: Mrs Rajvinder Kular
Total pupils: 173 meadowparkschool.co.uk
Pinewood School
NURSERY •
BOARDING • CO-ED
Shrivenham, SN6 8HZ
Headteacher: Mr Neal Bailey
Total pupils: 406 pinewoodschool.co.uk
St Francis School
NURSERY •
Pewsey, SN9 5NT
Headteacher: Mr David Sibson
Total pupils: 241 st-francis.wilts.sch.uk
St Margaret’s Preparatory School
NURSERY •
Calne, SN11 0DF
Headteacher: Karen E Cordon
Total pupils: 220 stmargaretsprep.org.uk
St Mary’s Calne
SENIOR • 6TH
Calne, SN11 0DF
Acting Headteacher: Mrs Diana Harrison
Total pupils: 360 stmaryscalne.org
Salisbury Cathedral School
NURSERY
Salisbury, SP1 2EQ
Acting Headteacher: Mr Nick Hawker
Total pupils: 220 salisburycathedralschool.com
Sandroyd School
NURSERY
Salisbury, SP5 5QD
Headteacher: Mr Alastair Speers
Total pupils: 220 sandroyd.org
Stepping Stones Pre-Prep and Nursery School
NURSERY
Marlborough, SN8 3JT
Headteacher: Sue Corfield
Total pupils: 109 steppingstonesfroxfield.com
Stonar School
NURSERY
Melksham, SN12 8NT
Headteacher: Matthew Way
Total pupils: 460 stonarschool.com
Warminster School
NURSERY
Warminster, BA12 8PJ
Headteacher: Mr Mark D Mortimer
Total pupils: 498 warminsterschool.org.uk
EAST ANGLIA
East Anglia
This map illustrates the location of some of the leading independent schools in this region. A directory of schools, listed by area, follows this page.
1 Chigwell School
2 Framlingham College Senior School
3 Framlingham College Prep School
Colchester
Woodford
Brentwood
Chelmsford
Leigh-on-Sea
Bury
EAST ANGLIA
Cambridgeshire - Essex - Norfolk
Cambridgeshire
Bellerbys College Cambridge
SENIOR • 6TH FORM
Cambridge, (Queens Campus), CB2 1LU
Headteacher: Mr Nicholas Waite
Total pupils: 234 bellerbys.com
Cambridge International School
NURSERY
Cambridge, CB1 8DW
Headteacher: Joel Dixon
Total pupils: 337 cambridgeinternationalschool.co.uk
CATS College Cambridge
SENIOR
Cambridge, CB5 8AD
Headteacher: Craig Wilson
Total pupils: 384 catseducation.com
Kimbolton School
PREP
Huntingdon, PE28 0EA
Headteacher: Jonathan Belbin
Total pupils: 973 kimbolton.cambs.sch.uk
King’s College School
PRE-PREP
Cambridge, CB3 9DN
Headteacher: Yvette Day
Total pupils: 417 kcs.cambs.sch.uk
King’s Ely
NURSERY
Ely, CB7 4DB
Headteacher: Jonathan Shaw
Total pupils: 465 kingsely.org
The Leys School
SENIOR
Cambridge, CB2 7AD
Headteacher: Mr Martin Priestley
Total pupils: 570 theleys.net
Mander Portman Woodward
6TH FORM • BOARDING • DAY • CO-ED
Cambridge, CB2 1JE
Headteacher: Mr Markus Bernhardt
Total pupils: 200 mpw.ac.uk
The Perse School
NURSERY • PRE-PREP • PREP • SENIOR • DAY • CO-ED
Cambridge, CB2 8QF
Headteachers: Mr Ed Elliott
Total pupils: 1529 perse.co.uk
The Peterborough School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • CO-ED
Peterborough, PE3 6AP
Headteacher: Mr Adrian Meadows
Total pupils: 525 thepeterboroughschool.co.uk
St Faith’s School
PRE-PREP • PREP • DAY • CO-ED
Cambridge, CB2 8AG
Headteacher: Dr Crispin Hyde-Dunn
Total pupils: 546 stfaiths.co.uk
St John’s College School
PRE-PREP • PREP • DAY • BOARDING • CO-ED
Cambridge, CB3 9AA
Headteacher: Neil Chippington
Total pupils: 466 sjcs.co.uk
St Mary’s Junior School
PREP • DAY • GIRLS
Cambridge, CB2 7EB
Headteacher: Mr Matthew O’Reilly
Total pupils: 165 stmaryscambridge.co.uk
St Mary’s Senior School
SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • GIRLS
Cambridge, CB2 1LY
Headteacher: Ms Charlotte Avery
Total pupils: 663 stmaryscambridge.co.uk
Sancton Wood School
NURSERY • PRE-PREP • PREP • SENIOR • DAY • CO-ED
Cambridge, CB1 2EZ
Headteacher: Mr Richard Settle
Total pupils: 202 sanctonwood.co.uk
The Stephen Perse Foundation
NURSERY • PRE-PREP • PREP • JUNIOR • SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Cambridge, CB2 1HF
Headteacher: Richard Girvan
Total pupils: 1,563 stephenperse.com
Whitehall School
NURSERY • PREP • DAY • CO-ED
Somersham, PE28 3EH
Headteacher: Ms Rebecca Hutley
Total pupils: 64 whitehallschool.com
Wisbech Grammar School
PREP • SENIOR • 6TH FORM • DAY • CO-ED
Wisbech, PE13 1JX
Headteacher: Mr Chris N Staley
Total pupils: 545 wisbechgrammar.com
Essex
Alleyn Court Preparatory School
PRE-PREP • PREP • DAY • CO-ED
Southend-on-Sea, SS3 0PW
Headteacher: Rupert Snow
Total pupils: 311 alleyn-court.co.uk
Avon House Preparatory School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Woodford Green, IG8 0PN
Headteacher: Mrs Amanda Campbell
Total pupils: 197 avonhouseschool.co.uk
Bancroft’s School
PREP • SENIOR • 6TH FORM • DAY • CO-ED
Woodford Green, IG8 0RF
Headteachers: Simon Marshall
Total pupils: 1,157 bancrofts.org
Belmont Day Nursery
NURSERY • DAY • CO-ED
Ilford, IG1 1YW
Total pupils: 53 belmontdaynursery.com
Braeside School
NURSERY • PRE-PREP • PREP • SENIOR • DAY • CO-ED
Buckhurst Hill, IG9 5SD
Headteacher: Mrs Chloe Moon
Total pupils: 157 braesideschool.co.uk
Brentwood Prep School
PREP • DAY • CO-ED
Brentwood, CM15 8EQ
Headteacher: Mrs Alice Goodfellow
Total pupils: 542 brentwoodschool.co.uk
Brentwood School
SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Brentwood, CM15 8EE
Headteachers: Mr Michael Bond
Total pupils: 1591 brentwoodschool.co.uk
Chigwell School
PREP • SENIOR • 6TH FORM • DAY • CO-ED
Chigwell, IG7 6QF
Headteacher: Mr Damian King
Total pupils: 1,130 chigwell-school.org
Colchester High School
NURSERY • JUNIOR • PREP • SENIOR • DAY • CO-ED
Colchester, CO3 3HD
Headteacher: Mr David J Young
Total pupils: 502 colchesterhighschool.co.uk
Coopersale Hall School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Epping, CM16 7PE
Headteacher: Mr Paul Wilson
Total pupils: 292 coopersalehallschool.co.uk
Daiglen Preparatory School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Buckhurst Hill, IG9 5LG
Headteacher: Mrs P Dear
Total pupils: 120 daiglen.essex.sch.uk
Dame Bradbury’s School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Sa ron Walden, CB10 2AL
Headteacher: Tracy Handford
Total pupils: 220 damebradburys.com
Elm Green Preparatory School
PRE-PREP • PREP • DAY • CO-ED
Chelmsford, CM3 4SU
Headteacher: Mrs A E Milner
Total pupils: 200 elmgreen.essex.sch.uk
Felsted Preparatory School
PRE-PREP • PREP • DAY • FLEXI • BOARDING • CO-ED
Felsted, CM6 3JL
Headteacher: Simon James
Total pupils: 487
felsted.org
Felsted School
SENIOR • 6TH FORM • DAY • FLEXI • BOARDING • CO-ED
SENIOR • 6TH FORM • DAY • WEEKLY • FLEXI • BOARDING • CO-ED
Ipswich, IP9 2RX
Headteacher: Simon Lockyer
Total pupils: 720 royalhospitalschool.org
Saint Felix School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • CO-ED
Southwold, IP18 6SD
Headteacher: Mr James Harrison
Total pupils: 292 stfelix.co.uk
St Joseph’s College
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • FLEXI • BOARDING • CO-ED
Ipswich, IP2 9DR
Headteacher: Mrs D Clarke
Total pupils: 551 stjos.co.uk
South Lee School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Bury St Edmunds, IP33 2BT
Headteacher: Mervyn Watch
Total pupils: 244 southlee.co.uk
Stoke College
SENIOR • 6TH FORM • DAY • WEEKLY • FLEXI • BOARDING • CO-ED
Sudbury, CO10 8JE
Headteacher: Dr Gareth Lloyd
Total pupils: 165 stokecollege.co.uk
Woodbridge School
SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • CO-ED
Woodbridge, IP12 4JH
Acting Headteacher: Shona Norman
Total pupils: 578 woodbridgeschool.org.uk
Woodbridge School Prep
PREP • DAY • CO-ED • PRE-PREP
Woodbridge, IP12 1DS
Headteacher: Mrs Nicola Mitchell
Total pupils: 187 woodbridgeschool.org.uk
Framlingham College
Framlingham, Suffolk, IP13 9EY
Head Teacher: Mrs Louise North Admissions: Bernadette McCullough admissions@framlinghamcollege.co.uk 01728 727217
GENDER/AGES: Boys and girls, 2-18 years TOTAL PUPILS: 550, boys 295, girls 255
TYPE: Day, Weekly, Flexi, Full Boarding
FEES: Nursery: £76 per day. Prep School: day from £3,904 per term, flexi boarding from £62 per night, full boarding from £9,838 per term. Senior School: day from £10,828 per term, boarding options, from £13,927 per term and occasional boarding from £99 per night.
ENTRANCE PROCEDURE: Please see our website for details www.framlinghamcollege.co.uk/join/admissions-process/
School philosophy: We believe in the individual. There is no typical Framlinghamian, no singular path that we take: we are academics, actors, musicians, expeditioners, sports stars, innovators, linguists, scientists, artists, and thought provokers. Often, we are many things within one, each with our own story.
The Midlands
This map illustrates the location of some of the leading independent schools in this region. A directory of schools, listed by area, follows this page.
SENIOR • 6TH FORM • DAY • WEEKLY • FLEXI • BOARDING • CO-ED
Bromsgrove, B61 7DU
Headteacher: Mr Peter Clague
Total pupils: 934
bromsgrove-school.co.uk
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Chaddesley Corbett, DY10 4PW
Headteacher: Mrs Denise Toms
Total pupils: 247 winterfoldhouse.co.uk
Head Teacher: Mrs Nicola Tribe
Admissions: Miss Lucy A. Ansell admissions@adcoteschool.co.uk office@adcoteschool.co.uk 01939 260202
GENDER/AGES: Girls, 7-18 years TOTAL PUPILS: c.180
TYPE: Day, Weekly, Flexi, Full Boarding
FEES: Prep – day £3,250 per term, weekly £11,700 per term, flexi boarding £60 per night, full boarding £11,700 per term. Senior – day £5,500 per term (Years 7-9), £5,900 per term (Years 10-13), weekly £11,700 per term, fexi boarding £11,700 per term, full boarding £11,700 per term (prices exclude VAT)
TYPICAL CLASS SIZE: Prep – 10, Senior – 10-15, Sixth Form – 6
MAIN EXIT SCHOOLS: An amazing 93% of our students’ university offers came from top Russell Group universities, and one-third of students received an offer from UK G5 universities.
FAITH: Christian
ENTRANCE PROCEDURE: Non-selective, no entrance exam. A-Level applicants are required to have 5 GCSE’s at Grade 5 and above. Reference must be submitted and verified.
School philosophy: Adcote School was founded in 1907 by the pioneering Amy Gough, whose vision was to provide excellent schooling for young women. Whilst our curriculum has changed, our values have not, and it is still our absolute mission to provide a first class, progressive education for all the girls in our care. We believe passionately in the advantages of educating girls in a single sex environment. Our outstanding staff are specialists in the way girls learn. We understand the challenges that modern women will face in their futures and our unique CLEAR Learning Programme equips them with all the skills they will need in order to thrive and be happy in the 21st Century.
Academic record: 2025 Results – GCSE: 83% pass rate at grade 4 and above, with 23.5% of all grades at 9–7 (A*–A equivalent). Several subjects achieved a 100% pass rate at grades 9–4 (A*–C), including Art, Geography, Music, Textiles, Spanish, Religious Studies, and BTEC PE. A Level: 57% grades A*/A (nearly 25% were an A*). STEM subjects excelled, with 80% of Further Maths, Biology, and Chemistry grades at A*/A.
Extra-curricular: Adcote offers an array of Extra Curricular Activities including; fencing, riding, music, gymnastics, dance, enterprise club, debating, product design, LAMDA, STEM competitions and many more. These activities take place beyond the academic curriculum and form an important part of the ethos and school life at Adcote.
Notable achievements and alumni: TES winners, ISA Winners and National Gymnastics Champions.
Open Days: Scholarship Day – 12 May 2026. Autumn Open Day Friday 25 September 2026 Private tours welcomed year-round. www.adcoteschool.co.uk
The Royal School Wolverhampton
The Blue Coat School Birmingham Somerset Road, Birmingham, West Midlands, B17 0HR
Gold Medal Standards
*State boarding provision
*Award winning pastoral care
*Elite athlete education programme
*Extensive enrichment opportunities
*Easy access to major UK travel hubs
*Centrally located within the UK
*Excellent GCSE & A Level results
“
Admissions: Mrs April Franklin admissions@thebluecoatschool.com 0121 410 6800
GENDER/AGES: Boys and girls, 3-11 years
TOTAL PUPILS: 720, boys 360, girls 360 TYPE: Day
FEES: Nursery – £4,933 per term, Pre-Prep – Day from £4,933 per term, Prep – Day from £5,377 per term
TYPICAL CLASS SIZE: Prep – 22
MAIN EXIT SCHOOLS: King Edwards School Birmingham, King Edward VI High School for Girls, Edgbaston High School, Solihull School, King Edwards Grammar Schools Birmingham, RGS Worcester, Sutton Coldfield Grammar School and Bromsgrove Preparatory School
FAITH: Christian MOTTO: Grow in Grace ENTRANCE PROCEDURE: Please see website for details.
School philosophy: Founded in 1722, The Blue Coat School holds an iconic place in Birmingham’s history. From our origins at St Philip’s Cathedral to our move in 1932 to the heart of Edgbaston, we have remained steadfast in our commitment to providing a first-class education while nurturing the character and values of every child. For more than three centuries, the School has been a place where tradition and innovation come together, shaping pupils who are ready to contribute meaningfully to the world around them. Although we are a large school, our atmosphere is one of warmth and belonging. Families, staff, and pupils describe a distinctive “family spirit,” where every individual is known and valued. This balance – of scale and closeness – allows children to benefit from wide opportunities while feeling part of a close-knit community.
Academic record: The Blue Coat School is extremely proud of its strong reputation for academic achievement. We are delighted that our Year 6 leavers have the choice of the best senior schools within the region and beyond. Our Class of 2025 received an impressive 242 offers to senior schools as well as 84 scholarship and award offers for Academics, Music, Sport, Maths and English.
Extra-curricular: At The Blue Coat School, the co-curricular programme is integrated into the School timetable as well as offering a wide range of opportunities beyond the curriculum including individual music lessons, school performances, after school clubs, day trips, residential trips, leadership opportunities and community work.
Notable achievements and alumni: Finalist for Prep School of the Year in 2025, U11 ESCA National Champions in Boys Cricket, IAPS UK Team Chess Champions 2025, U11 National Final 2025 Runners Up in Boys Football, The Cricketer’s Top 50 Prep School for Cricket in 2024 and 2025 and Woodlands Trust Platinum Green Tree School.
Head Teacher: Mr Noel G Neeson
North of England
This map illustrates the location of some of the leading independent schools in this region. A directory of schools, listed by area, starts below.
Cheshire ALDERLEY EDGE
1 The Ryleys ALTRINCHAM
2 Altrincham Preparatory School HARTFORD
3 The Grange School (Junior)
4 The Grange School (Senior)
North Yorkshire SCARBOROUGH
5 Scarborough College YORK
6 Ampleforth College
7 Queen Ethelburga’s
Cheshire
Abbey Gate College
SENIOR • 6TH FORM • DAY • CO-ED
Chester, CH3 6EN
Headteacher: Mrs Tracy Pollard
Total pupils: 498 abbeygatecollege.co.uk
Abbey Gate College Infant and Junior School
PREP • DAY • CO-ED
Chester, CH3 6HZ
Headteacher: Mrs Marie Hickey
Total pupils: 134 abbeygatecollege.co.uk/infant-and-junior
Alderley Edge School for Girls
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • GIRLS
Alderley Edge, SK9 7QE
Headteacher: Mrs Nicola Smillie
Total pupils: 539 aesg.co.uk
Altrincham Preparatory School
NURSERY • PRE-PREP • PREP • DAY • BOYS
Altrincham, WA14 2RR
Headteacher: Mr AM Whittaker
Total pupils: 332 altprep.co.uk
Beech Hall School
NURSERY • PRE-PREP • PREP • SENIOR • DAY • CO-ED
Macclesfield, SK10 2EG
Headteacher: Mr James Allen
Total pupils: 192 beechhallschool.org
Brabyns Preparatory School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Stockport, SK6 7DB
Headteacher: Mr Lee Sanders
Total pupils: 131 brabynsprepschool.co.uk
Cheadle Hulme School
PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • CO-ED
Cheadle, SK8 6EF
Headteacher: Mr Neil Smith
Total pupils: 1418 cheadlehulmeschool.co.uk
Cransley School
PRE-PREP • PREP • SENIOR • DAY • CO-ED
Nr Northwich, CW9 6HN
Headteacher: Richard Pollock
Total pupils: 154 cransleyschool.com
The Firs School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Chester, CH2 2HJ
Headteacher: Mrs Lucy Davies
Total pupils: 195 fi rsschool.net
Forest Preparatory School
PRE-PREP • PREP • DAY • CO-ED
Altrincham, WA15 6LJ
Headteacher: Mr Rick Hyde
Total pupils: 198 forestschool.co.uk
The Grange School (Junior)
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Hartford, CW8 3AU
Executive Head: Dr Lorraine Earps
Headteacher: Mr Ben Tagg
Total pupils: 399 grange.org.uk
The Grange School (Senior)
SENIOR • 6TH FORM • DAY • CO-ED
Hartford, CW8 1LU
Executive Head: Dr Lorraine Earps
Headteacher: Mr Rob Oakes
Total pupils: 773 grange.org.uk
Greenbank Prep School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Cheadle, SK8 6HU
Headteacher: Mrs Janet Lowe
Total pupils: 199 greenbankschool.co.uk
Hale Preparatory School
PREP • DAY • CO-ED
Hale, WA15 9AS
Headteacher: Mr J F Connor
Total pupils: 199 haleprepschool.com
The Hammond School
PREP • SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Chester, CH2 4ES
Headteacher: Mrs Jennifer Roscoe
Total pupils: 260 thehammondschool.co.uk
Hulme Hall Grammar School
NURSERY • PRE-PREP • PREP • SENIOR • DAY • CO-ED
Stockport, SK8 6LA
Headteacher: Mr Dean Grierson
Total pupils: 323 hulmehallschool.org
The King’s School in Macclesfield
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • CO-ED
Cheshire, SK10 4SP
Headteacher: Jason Slack
Total pupils: 1216 kingsmac.co.uk
The King’s School, Chester
PREP • SENIOR • 6TH FORM • DAY • CO-ED
Chester, CH4 7QL
Headteacher: Mr George Hartley
Total pupils: 988 kingschester.co.uk
Lady Barn House School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Cheadle, SK8 1JE
Headteacher: Ms Louise Higson
Total pupils: 495 ladybarnhouse.org
Loreto Preparatory School
NURSERY • PRE-PREP • PREP • DAY • GIRLS
Altrincham, WA14 4GZ
Headteacher: Mrs Anne Roberts
Total pupils: 156 loretoprep.co.uk
North Cestrian School
SENIOR • 6TH FORM • DAY • CO-ED
Altrincham, WA14 4AJ
Headteacher: Mr Lee Bergin
Total pupils: 251 northcestrian.co.uk
Pownall Hall School
NURSERY • PREP • DAY • CO-ED
Wilmslow, SK9 5DW
Headteacher: Mr David Goulbourn
Total pupils: 210 pownallhallschool.co.uk
The Queen’s Lower School
PRE-PREP • PREP • DAY • GIRLS
Chester, CH2 1AW
Headteacher: Miss Iona Carmody
Total pupils: 216 thequeensschool.co.uk
The Queen’s School
PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • GIRLS
Chester, CH1 2NN
Headteacher: Mrs S Wallace-Woodroofe
Total pupils: 438 thequeensschool.co.uk
Ramillies Hall School
NURSERY • PRE-PREP • PREP • SENIOR • DAY • CO-ED
Cheadle, SK8 7AJ
Headteacher: Mrs Denise Anthony
Total pupils: 143 ramillieshall.co.uk
The Ryleys
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Alderley Edge, SK9 7UY
Headteacher: Mrs Julia Langford
Total pupils: 252 theryleys.com
St Ambrose Preparatory School
NURSERY • PRE-PREP • PREP • DAY • BOYS
Altrincham, WA15 0HE
Headteacher: Mr Francis Driscoll
Total pupils: 152 stambroseprep.org
NORTH OF ENGLAND
Cheshire - County Durham - Cumbria - Greater Manchester - Isle of Man - Lancashire - Merseyside
Stockport Grammar School
NURSERY
Stockport, SK2 7AF
Headteacher: Mrs Sarah Capewell
Total pupils: 1047
stockportgrammar.co.uk
Terra Nova School PRE-PREP
Holmes Chapel, CW4 8BT
Headteacher: Philip Stewart
Total pupils: 276 tnschook.co.uk
Wilmslow Prep School
NURSERY
Wilmslow, SK9 5EG
Headteacher: Mrs Helen Rigby
Total pupils: 116 wilmslowprep.co.uk
County Durham
Barnard Castle Prep School
PRE-PREP
Barnard Castle, DL12 8UW
Headteacher: Ms Laura Turner
Total pupils: 200 barnardcastleschool.org.uk
Barnard Castle School
PRE-PREP
Barnard Castle, DL12 8UN
Headteacher: Tony Jackson
Total pupils: 738 barnardcastleschool.org.uk
The Chorister School
NURSERY • PRE-PREP
Durham, DH1 3EL
Headteacher: Mr Ian Wicks
Total pupils: 206 thechoristerschool.com
Durham School
NURSERY
Durham, DH1 4SZ
Headteacher: Mr Kieran McLaughlin
Total pupils: 599 durhamschool.co.uk
Durham High School for Girls
NURSERY
GIRLS
Durham, DH1 3TB
Headteacher: Mrs Simone Niblock
Total pupils: 420 dhsfg.org.uk
Cumbria
Austin Friars
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • CO-ED
Carlisle, CA3 9PB
Headteacher: Mr Matthew Harris
Total pupils: 471 austinfriars.cumbria.sch.uk
Casterton, Sedbergh Prep School
PRE-PREP
Kirkby Lonsdsale, LA6 2SG
Headteacher: Mr Will Newman
Total pupils: 199 sedberghschool.org/junior
Chetwynde School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • CO-ED
Barrow-in-Furness, LA13 0NY
Headteacher: Ms Jeffreys
Total pupils: 427 chetwynde.co.uk
Hunter Hall School
NURSERY
Penrith, CA11 8UA
Headteacher: Mrs Donna Vinsome
Total pupils: 111 hunterhall.co.uk
Lime House School
PRE-PREP
Nr Carlisle, CA5 7BX
Headteacher: Ms Mary Robertson-Barnett
Total pupils: 133 limehouseschool.co.uk
Sedbergh School
SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • CO-ED
Sedbergh, LA10 5HG
Principal: Dan Harrison
Total pupils: 583 sedberghschool.org
St Bees School
BOARDING • CO-ED
Wood Lane, St Bees, Cumbria
Headteacher: Mr Roger Sinnett stbeesschool.co.uk
Windermere School – Junior Campus
PREP • DAY • CO-ED
Windermere, LA23 1AP
Headteacher: Jenny Davies
Total pupils: 90 windermereschool.co.uk
Windermere School – Senior Campus
SENIOR • 6TH FORM • DAY • WEEKLY • FLEXI • BOARDING • CO-ED
Windermere, LA23 1NW
Headteacher: Tom Hill
Total pupils: 230 windermereschool.co.uk
Greater Manchester
Abbey College Manchester
SENIOR • 6TH FORM • DAY • CO-ED
Manchester, M2 4WG
Headteacher: Ms Liz Elam
Total pupils: 226 abbeymanchester.co.uk
Abbotsford Preparatory School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Manchester, M41 5PR
Headteacher: Catherine Howard
Total pupils: 177 abbotsfordprepschool.co.uk
Bolton School Nursery
NURSERY • DAY • CO-ED
Bolton, BL1 4RL
Headteacher: Mrs Allyson Hunt, Mrs Angela Smith and Miss Jill Sunter
Total pupils: 84 boltonschool.org/nursery
Bolton School, Beech House Infants School
PRE-PREP • DAY • CO-ED
Bolton, BL1 4PB
Headteacher: Mrs Sue Faulkner
Total pupils: 205 boltonschool.org/infants
Bolton School Junior Boys’ School
PREP • DAY • BOYS
Bolton, BL1 4RD
Headteacher: Mrs Claire Finch
Total pupils: 200 boltonschool.org/juniorboys
Bolton School Junior Girls’ School
PREP • DAY • GIRLS
Bolton, BL1 4PB
Headteacher: Mrs Helen Holt
Total pupils: 170 boltonschool.org/juniorgirls
Bolton School Boys’ Division
SENIOR • DAY • BOYS
Bolton, BL1 4PA
Headteacher: Mr Nic Ford
Total pupils: 930 boltonschool.org/seniorboys
Bolton School Girls’ Division
SENIOR • DAY • GIRLS
Bolton, BL1 4PB
Headteacher: Mrs Lynne Kyle
Total pupils: 800 boltonschool.org/seniorgirls
Bridgewater School
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • CO-ED
Worsley, M28 2WQ
Headteacher: Mrs Judy Nairn
Total pupils: 410 bridgewater-school.co.uk
Chetham’s School of Music
PREP • SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Manchester, M3 1SB
Headteacher: Alun Jones
Total pupils: 293 chethamschoolofmusic.com
Clarendon Cottage
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Preparatory School
Manchester, M30 9BJ
Headteacher: Amber Hartley
Total pupils: 125 clarendoncottage-school.co.uk
Forest Park Preparatory School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Sale, M33 6NB
Headteacher: Mr Nicholas Tucker
Total pupils: 193 forestparkschool.co.uk
Manchester Grammar School
PREP • SENIOR • 6TH FORM • DAY • BOYS
Manchester, M13 0XT
High Master: Dr Martin Boulton
Total pupils: 1509
mgs.org
Manchester High School for Girls
PREP • SENIOR • 6TH FORM • DAY • GIRLS
Manchester, M14 6HS
Headteacher: Mrs Helen Jeys
Total pupils: 929 manchesterhigh.co.uk
Moor Allerton Prep School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Manchester, M20 2PW
Headteacher: Mr Ali Khan
Total pupils: 239 moorallertonschool.co.uk
St Bede’s College
PREP • SENIOR • 6TH FORM • DAY • CO-ED
Manchester, M16 8HX
Headteacher: Mrs Maria Kemp
Total pupils: 756 sbcm.co.uk
Withington Girls’ School
PREP • SENIOR • 6TH FORM • DAY • GIRLS
Manchester, M14 6BL
Headteacher: Mrs Sarah Haslam
Total pupils: 635 wgs.org
Isle Of Man
The Buchan School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Castletown, IM9 1RD
Headteacher: Jane Billingsley-Evans
Total pupils: 160 kwc.im/buchan
King William’s College
SENIOR • 6TH FORM • DAY • WEEKLY • BOARDING • CO-ED
Castletown, IM9 1TP
Headteacher: Damian Henderson
Total pupils: 360 kwc.im
Lancashire
AKS Lytham
NURSERY • PRE-PREP • PREP • SENIOR • 6TH FORM • DAY •
CO-ED
Lytham, FY8 1DT
Headteacher: Mr David Harrow
Total pupils: 763 akslytham.com
Beech House Lower Prep School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Rochdale, OL16 1UT
Headteacher: Mr K A Sartain
Total pupils: 115 beechhouseschool.co.uk
Beech House Upper Prep and Senior School
PREP • SENIOR • DAY • CO-ED
Rochdale, OL11 4JQ
Headteacher: Mr K A Sartain
Total pupils: 137 beechhouseschool.co.uk
Bury Grammar School Boys
PREP • SENIOR • 6TH FORM • DAY • BOYS
Bury, BL9 OHN
Headteacher: Mr D Cassidy
Total pupils: 536 bgsboys.co.uk
Bury Grammar School Girls
PREP • SENIOR • 6TH FORM • DAY • GIRLS
Bury, BL9 OHH
Headteacher: Jo Anderson
Total pupils: 773 bgsg.bury.sch.uk
Clevelands Preparatory School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Bolton, BL1 5DH
Headteacher: Keith Cahillane
Total pupils: 129 clevelandsprepschool.co.uk
The Chadderton Preparatory Grammar School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Oldham, OL9 OAD
Headteacher: Mrs Caroline Greenwood
Total pupils: 86 thechaddertonprepgrammar.co.uk
Highfield Priory School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Preston, PR2 5RW
Headteacher: Mr Jeremy Duke
Total pupils: 258 highfieldpriory.co.uk
Hulme Grammar School
PREP • SENIOR • 6TH FORM • DA Y • CO-ED
Oldham, OL8 4BX
Principal: Mr Tony Oulton
Total pupils: 735 hulmegrammar.org
Hulme Preparatory School
NURSERY • PRE-PREP • DAY • CO-ED
Oldham, OL8 1RE
Headteacher: Mr Craig Mairs
Total pupils: 276 ohgs.co.uk
Kirkham Grammar Junior, Infant and Pre-School
PRE-PREP • PREP • DAY • CO-ED
Preston, PR4 2BD
Headteacher: Mrs Kirsten O’Donoghue
Total pupils: 240 kirkhamgrammar.co.uk
Kirkham Grammar School
SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Preston, PR4 2BH
Headteacher: Mr Daniel Berry
Total pupils: 678 kirkhamgrammar.co.uk
Moorland School
NURSERY • PRE-PREP • PREP • DAY • CO-ED
Clitheroe, BB7 2JA
Headteacher: Jonathan Harrison
Total pupils: 181 moorlandschool.co.uk
Oakhill College
NURSERY • PRE-PREP • PREP • SENIOR • 6TH
CO-ED
Clitheroe, BB7 9AF
Headteacher: Mrs Carmel Crouch
Total pupils: 270 oakhillschool.co.uk
Rossall School
NURSERY • PRE-PREP • PREP
WEEKLY • BOARDING • CO-ED
Fleetwood, FY7 8JW
Headteacher: Mr Jeremy Quartermain
Total pupils: 615 rossallschool.org.uk
Scarisbrick Hall School
PREP • SENIOR • 6TH FORM • DAY • CO-ED
Ormskirk, L40 9RQ
Headteachers: Mr Jeff Shaw Total pupils: 463
scarisbrickhallschool.co.uk
St Pius X Prep School
NURSERY
Preston, PR2 8RD
Headteacher: Pat Gush
Total pupils: 264 stpiusx.co.uk
Stonyhurst College
SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Clitheroe, BB7 9PZ
Headteacher: Mr John Browne
Total pupils: 725 stonyhurst.ac.uk
Stonyhurst St Mary’s Hall
PRE-PREP • PREP • DAY • BOARDING • CO-ED
Clitheroe, BB7 9PU
Headteacher: Mr Ian Murphy
Total pupils: 280 stonyhurst.ac.uk
Westholme School
PREP • SENIOR • 6TH FORM • DAY • CO-ED
Pleasington, BB2 6QU Principal: Paul Taylor westholmeschool.com
Total pupils: 310 woodhousegrove.co.uk/bronte-house
The Ryleys School
Ryleys Lane, Alderley Edge, Cheshire, SK9 7UY
Head Teacher: Mrs Julia Langford Admissions: reception@theryleys.com 01625 583241
GENDER/AGES: Boys and girls, 1-11 years
TOTAL PUPILS: 252, boys 135, girls 117 TYPE: Day FEES: Nursery from £69 per day, from £1,800 per term; Pre-Prep from £4,342 per term; Prep from £4,497 per term ENTRANCE PROCEDURE: Please see website for details.
School philosophy: The Ryleys School aim is to provide an outstanding education and opportunities which inspire pupils and nurture individual talents in an environment which celebrates diversity. Our friendly and welcoming staff ensure that your child’s happiness is at the forefront of all that we do. Academic success throughout the school is bolstered by over 40 extra-curricular clubs each week, all carefully selected to enhance our outstanding curriculum.
Personal tours are available throughout the year at a time to suit you. Seasonal Open Days are held at key points during the year, with dates shared via the school website.
www.theryleys.com
2-11
excellent in all areas’ (ISI report) 0161 928 3366 | admissions@altprep.co.uk
Finding the right school
Finding the right school
Schoolsearch.co.uk
Schoolsearch.co.uk gives parents access to hundreds of schools, as well as essential information on the independent and boarding school scene
TThe UK’s leading online platform for families researching independent education is schoolsearch.co.uk
he UK’s leading online platform for families researching independent education is schoolsearch.co.uk
It features detailed information on more than 2,000 independent and boarding schools across the country – including top day and boarding schools, state boarding schools, boys’ schools, girls’ schools, prep schools, senior schools, and sixth form colleges.
It features detailed information on more than 2,000 independent and boarding schools across the country – including top day and boarding schools, state boarding schools, boys’ schools, girls’ schools, prep schools, senior schools, and sixth form colleges.
The website makes it easy to explore schools in your region, compare options, and narrow down your search. You can read full profiles of leading schools, access expert advice, and stay up to date with the latest news and articles from schools, organisations, and key voices in the independent education sector.
The website makes it easy to explore schools in your region, compare options, and narrow down your search. You can read full profiles of leading schools, access expert advice, and stay up to date with the latest news and articles from schools, organisations, and key voices in the independent education sector.
Additional features include open day listings, contact details for independent
Additional features include open day listings, contact details for independent
school associations, and guidance on financial support and school fees.
school associations, and guidance on financial support and school fees.
Schoolsearch.co.uk is the digital version of the famous Which School? guides, which have been helping parents find the right
Schoolsearch.co.uk is the digital version of the famous Which School? guides, which have been helping parents find the right
school for their child since 1924. Visit schoolsearch.co.uk to begin your search. Schools interested in featuring more prominently are welcome to email gerry.cookson@hachettelearning.com
school for their child since 1924. Visit schoolsearch.co.uk to begin your search. Schools interested in featuring more prominently are welcome to email gerry.cookson@hachettelearning.com
SCOTLAND
Scotland
This map illustrates the location of some of the leading independent schools in this country. A directory of schools, listed by area, starts below.
East Lothian
DUNBAR
1 Belhaven Hill
Edinburgh
EDINBURGH
2 Merchiston Castle School
Aberdeenshire
International School Aberdeen
Aberdeen, AB15 9PN
Headteacher: Mr Nicholas Little isa.aberdeen.sch.uk
Robert Gordon’s College
NURSERY •
CO-ED
Aberdeen, AB10 1FE
Headteacher: Robin Macpherson
Total pupils: 1667 rgc.aberdeen.sch.uk
St Margaret’s School for Girls
NURSERY
Aberdeen, AB10 1RU
Headteacher: Miss Anna Tomlinson
Total pupils: 416 st-margaret.aberdeen.sch.uk
Angus
High School of Dundee
6TH
PREP
Dundee, DD1 1HU
Headteacher: Lise Hudson
Total pupils: 1045 highschoolofdundee.org.uk
Lathallan School
NURSERY
Johnshaven, DD10 0HN
Headteacher: Mr Richard Toley
Total pupils: 220 lathallan.org.uk
Argyll and Bute
Lomond School
NURSERY
Helensburgh, G84 9JX
Headteacher: Claire Chisholm
Total pupils: 405 lomondschool.com
Ayrshire
Wellington School
PREP • SENIOR • 6TH FORM • DAY • CO-ED
Ayr, KA7 2XH
Headteacher: Mr S P Johnson
Total pupils: 480 wellingtonschool.org
Clackmannanshire
Dollar Academy
PREP • SENIOR • 6TH FORM • DAY • BOARDING • CO-ED
Dollar, FK14 7DU
Headteacher: Ian Munro
Total pupils: 1216 dollaracademy.org
East Lothian
Belhaven Hill
PREP • DAY • BOARDING • CO-ED
Dunbar, EH42 1NN
Headteacher: Mr Olly Langton
Total pupils: 119 belhavenhill.com
Loretto School
PRE-PREP • PREP • SENIOR • 6TH FORM • DAY • WEEKLY • FLEXI
GENDER/AGES: Boys and girls, 4-18 years TOTAL PUPILS: 300
TYPE: Day, Weekly, Full Boarding
FEES: Pre-Prep – day
Bridge Street, Brecon, Powys, LD38AF
£3,150 per term, full boarding £11,700 per term, Prep – day £3,600 per term, full boarding £11,700 per term, Senior – day £4,900 per term (year 7-9) £5,500 per term (year 10 - 13), full boarding £11,700 per term (prices exclude VAT)
TYPICAL CLASS SIZE: Prep – 10-15, Senior – 15-20, Sixth Form – 4-12
MAIN EXIT SCHOOLS: UK Russell Group universities, Medical and STEM pathways, Sports scholarships (notably football academies)
FAITH: Non-denominational MOTTO: Scholarship. Fellowship. Resilience. ENTRANCE PROCEDURE: Non-selective. Scholarship entrance assessment into years 7,9 and 12. A Level applicants are required to have 5 GCSE’s at Grade 5 and above. Reference must be submitted and verified.
School philosophy: Myddelton College focuses on developing well-rounded individuals through its three core pillars: Scholarship, Fellowship, and Resilience. The school combines academic rigour with strong pastoral care, aiming to nurture confidence, independence, and leadership. With small class sizes and personalised learning, students are supported to achieve their full potential. The college places equal importance on character development, extra-curricular engagement, and global awareness, preparing pupils for success in higher education and beyond.
Academic record: Myddelton College offers a broad academic curriculum with GCSEs and A Levels, alongside strong support for international students. Results are solid with many students progressing to top UK universities, including competitive courses. Small class sizes and individual attention contribute to consistent academic progress and value-added outcomes.
Extra-curricular: The co-curricular programme is a major strength, including sports, outdoor education, performing arts, and leadership opportunities. The Elite Football Programme is particularly notable. Students also benefit from Duke of Edinburgh-style activities, trips, CCF and enrichment opportunities designed to build confidence and resilience.
Notable achievements and alumni: The college is particularly recognised for its Elite Football Programme, producing players who progress into professional academies. Students also achieve success in outdoor education and leadership programmes.
Regular open days and private tours available – dates available on website. Whole School Open Morning Saturday 3 October 2026.
www.myddeltoncollege.com
Mr
Admissions: Mrs Margaret Stephens admissions@christcollegebrecon.com 01874 615 440
GENDER/AGES: Boys and girls, 4-18 years TOTAL PUPILS: 400, boys 55%, girls 45% TYPE: Day, Weekly, Flexi, Full Boarding FEES: Prep – Day from £11,808 to £21,933 (Y1-Y8), Weekly from £23,898-£34,596 (Y5-Y8), Flexi Boarding from £30,390 (Y7-Y8), Full Boarding from £28,527£37,656 (Y5-Y8). Senior – Day from £24,981 to £26,208 (Y9-Y13), Weekly from £40,302-£45,663 (Y9-Y13), Flexi Boarding from £37,449-£39,321 (Y9-Y13), Full Boarding from £48,099-£50,523 (Y9-Y13) all prices per annum include VAT TYPICAL CLASS SIZE: Prep – average 9, Senior – average 15, Sixth Form – average 12 FAITH: Church in Wales, Anglican MOTTO: They achieve because they believe they can ENTRANCE PROCEDURE: Please see website for details
School philosophy: Christ College Brecon is a supportive school with a big family feel, where the motto “They achieve because they believe they can” encourages self-belief and a willingness to embrace new experiences, preparing pupils for life beyond school. With exceptional pastoral care, a warm welcome, and a compassionate community, pupils thrive in an environment where kindness, respect, and personal growth are at the heart of everything.
Academic record: Award-winning co-curricular programme that supports excellence in both academics and sport. In 2025, 40% of GCSEs were grades 9–7, with a five-year A Level A/A* average of 49%. 91% gained first-choice university places. Sports scholars benefit from elite coaching from former professional players, psychology, nutrition, and strong links with Cardiff Rugby, Gloucester Rugby, WRU, Hoci Cymru, and Glamorgan Cricket.
Extra-curricular: Located in the peaceful environment of the Brecon Beacons National Park, the school’s Saturday activity programme, described by The Good Schools Guide as “one of the most exciting Saturday programmes we’ve seen,” offers a variety of activities including basketball, golf, mountain biking, climbing, horse-riding, paddle boarding, robotics, music, drama and debating: there’s something for everyone.
Notable achievements and alumni: Tori James – first Welsh woman to climb Mount Everest at the age of 25, making her the youngest British woman to complete the ascent. James Roberts – 2-time Paralympian and Gold Medalist in wheelchair rugby, MBE for services to wheelchair rugby. David and Harry Rich – Chelsea Flower Show Gold Medal winning landscape gardeners and TV personalities.
Open Days: Monday 17 November, Saturday 7 March and Monday 4 May www.christcollegebrecon.com
Head Teacher:
Gareth Pearson
Northern Ireland
This map illustrates the location of some of the leading independent schools in this country. A directory of schools, listed by area, is below.
County Antrim
Belfast Royal Academy PREP
Belfast, BT14 6JL
Headteacher: Ms Hilary Woods
Total pupils: 1555 belfastroyalacademy.com
Ben Madigan Preparatory School, Belfast Royal Academy
NURSERY
Belfast, BT15 5GP
Headteacher: Ben Madigan
Total pupils: 124 benmadigan.com
Campbell College
Belfast, BT4 2ND
Headteacher: Mr Robert Robinson
Total pupils: 1209 campbellcollege.co.uk
Methodist College
PREP
Belfast, BT9 6BY
Headteacher: Mr Scott Naismith
Total pupils: 2082 methody.org
Royal Belfast Academical Institution, Inchmarlo Preparatory School
NURSERY
Belfast, BT9 6JR
Headteacher: Mr A Smyth
Total pupils: 190 inchmarlo.org.uk
Royal Belfast Academical Institution
6TH
Belfast, BT1 6DL
Victoria College
Belfast, BT9 6JA
Headteacher: Karen Quinn
Total pupils: 1093 victoriacollege.org.uk
County Down
Headteacher: Miss J A Williamson
Total pupils: 1184 rbai.org.uk
Republic of Ireland
This map illustrates the location of some of the leading independent schools in this country. A directory of schools, listed by area, is below.
Co. Limerick
Glenstal Abbey School
SENIOR Murroe
Headmaster: Fr Simon Sleeman OSB
Total pupils: 255 glenstal.com
Dublin
Alexandra College
Dublin
College Principal: Barbara Ennis
Total pupils: alexandracollege.eu
The King’s Hospital
Palmerstown, Dublin
Headmaster: Mark Ronan
Total Pupils: 695
kingshospital.ie
St Columba’s College
JUNIOR
Whitechurch, Dublin, D16 CH92
Headmaster: Mark Boobbyer
Total Pupils: 298 stcolumbas.ie
Kildare
Clongowes Wood College
BOYS
Clane, Kildare
Headmaster: Chris Lumb
Total Pupils: 450 clongowes.net
Rockport School
NURSERY
CO-ED
Holywood, BT18 0DD
Headteacher: Mr George Vance
Total pupils: 180 rockportschool.com
Londonderry
Coleraine Grammar School
SENIOR • DAY • BOYS
Coleraine, BT51 3LA
Headteacher: Dr David Carruthers
Total pupils: 761 colerainegrammar.com
Foyle College 6TH FORM •
• CO-ED
Londonderry, BT48 0AW
Headteacher: Patrick Allen
Total pupils: 960 foylenet.org.uk
GALWAY
Limerick
KILDARE
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