University College School A GSG School

Curricula

Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.

Other features

All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

Sports

Rowing

What The Good Schools Guide says

Headmaster

Since 2013, Mark Beard BSc MEd, an Oxford chemist who almost read classics and retains a great love of all things classical. Previously at Brighton College as deputy head and acting head. Started teaching at King Edward's School, Birmingham, then became head of chemistry at St Paul’s School. Warm, engaging and thoughtful, he delivers his shrewd insights with gentle humour. His enormous wood-panelled study, with striking colourful velvet sofas, exudes tradition mixed with contemporary flair, somehow encapsulating UCS’s distinctive style.

His first few years in post were all about establishing a culture of high expectations - now well-embedded. Not one to rest on his laurels though: the pandemic, Black Lives Matter and Everyone’s Invited have prompted deep reflection ‘about what it’s like to be a teenager in the modern world’ and how the school should respond, paying particular attention to mental health and digital. Parents say UCS has moved much more quickly to modernise its approach than some of its competitors. Head very conscious of ‘the importance of being human’; the next phase of school development will see an upgraded medical centre (now in the basement, ‘less useful if you’ve got a broken leg’) in a new wellbeing hub, incorporating school counsellors, key pastoral staff and spaces for reflection.

A widower with two sons, both UCS students (one now at university), and well plugged into the parent body, who call him a ‘great listener with a big heart’. ‘We’ve always felt we can come to him with any problems.’ ‘His weekly newsletters are ‘very thoughtful on the topics du jour, putting things into context.’ Parents also told us the ‘pupils really matter to him and he’ll go out of his way for them’ (even joining an abseiling fundraiser dressed as Batman). His love of both arts and sciences means that ‘he genuinely wants every student to be the best version of themselves, and every path is worthy, be it maths or design’.

Entrance

At 11+, about half come from the junior branch – they don’t take an entrance exam. For everyone else entering year 7 there’s hot competition, with 550+ boys, equally from local primaries and independents, trying for 60 places. Exams in maths and English in January of year 6. Around 40 per cent of applicants invited back for interview (along with parents). No entry point at 13+. At 16+, some 200 apply for around 60 places – mostly girls from all-girls’ independents eg City of London, Francis Holland, North London Collegiate and South Hampstead but also increasingly from the state sector. Selection via school's own entrance exam, after which around half are invited back for interview. Conditional offers based on achieving a mean average grade of 7 across nine eligible GCSE subjects.

Exit

Hardly anyone leaves after GCSEs. ‘Extensive support’ for university entrance and careers advice, with tailored programme for medics. Most years see a good number to Oxbridge (10 in 2023). Edinburgh, Bristol and Leeds all popular, as are international universities – 10 pupils headed to Duke University, the University of Miami and New York University, among others, in 2023. Wide range of subjects, from aerospace engineering to English. Six medics in 2023.

Latest results

In 2023, 90 per cent 9-7 at GCSE; 72 per cent A*/A at A level (93 per cent A*-B). In 2019 (the last pre-pandemic results), 92 per cent 9-7 at GCSE; 75 per cent A*/A at A level (93 per cent A*-B).

Teaching and learning

UCS packs an enormous amount into every day, but somehow manages not to feel frenetic. There’s a culture of intellectual curiosity evident in staff and pupils alike, with an annual research review published by staff and a plethora of subject-specific journals that amply demonstrate students’ enthusiasm for thinking creatively. ‘There’s space to explore and be curious’, approve parents. Reflection and analysis are instilled from year 7 via the basics of PPE, and student voice is ‘integral to everything’ with valued input into steering groups on hot topics such as AI. ‘Bags of academic enrichment’, notably year 12 academic symposium and popular lower school lecture series – recent eclectic topics including Mexican street art and origins of Latin. A lower school diploma (like a mini-EPQ) is being launched. No exams until the end of year 8, conscious of the pressures of the 11+.

No plans to drop GCSEs and A levels just yet – ‘We’d rather be part of a national discussion about education’. Refreshingly flexible GCSE options: no insistence on three sciences if you’d rather be taking several languages or creative arts. Many parents commented that students ‘have more space here to create their own selves, not just fit a mould’. Year 9s get a dry run, selecting up to three creative subjects (curiously including computing) and three languages. Sixth formers start with four A levels, around a quarter switching to three plus EPQ, and all take the bespoke enrichment programme, Bios, on Friday afternoons — an eclectic, individually tailored mix of mandatory and elective academic and creative modules, skills development and volunteering, leading to a diploma at the end of year 13.

Some parents wonder how their apparently laidback offspring get such stellar results. ‘We work very hard to make it seem quite informal’, observed one staff member. Progress is nonetheless rigorously monitored, and parents say teachers ‘gauge well what level of stretch or push each child needs’. High praise for caring staff, who ‘always go the extra mile’ and are ‘very easy to talk to and keen to have proper conversations with you’. This respectful camaraderie between staff and students is key, but despite the relatively informal atmosphere, lessons are well-structured and pacy with ‘plenty of constructive feedback’. The balance seems to work: our guides said they ‘get plenty of past papers for homework and lots of tests’ but there’s no ‘sense of desperate pressure that you can’t fall behind’ and ‘you don’t have to perform at 100 per cent the whole time; there’s space to do other things’.

Budding linguists thrive here, with a healthy choice of French, Mandarin, German and Spanish in years 7 and 8 as well as Latin and Greek. At least one language through to GCSE. Good MFL uptake at A level and usually several Oxbridge applicants. A level German is ‘a bit of a UCS tradition’, with a well-established GCSE exchange programme with a school in Hamburg. Italian too - we dipped into an A level class engrossed in analysing Mussolini’s rhetoric, and a recent edition of the impressive MFL journal celebrating ‘all things Italian’.

Sciences very popular at A level, with healthy take-up among girls supported by weekly breakfast sessions to encourage STEM degrees and careers. Computer science increasingly popular, with trips to university seminars. We enjoyed some pacy teaching of maths as mystery puzzle, hands shooting up confidently both to answer and ask questions – and happily correct a mistake on the whiteboard.

Sixth formers praise the personalised support for university choices: ‘they are very encouraging of whatever you want to do’. Staff steer students towards specific clubs and work experience to enhance applications, with plenty of careers networking events and external speakers too.

Learning support and SEN

Thoughtful and well-integrated approach to meeting individual needs in an inclusive fashion. Around 18 per cent on the SEN register, with a range of (generally mild) needs including dyslexia, ADHD and autism, hypermobility, hearing impairment and sensory needs. Parents praise school’s pro-active and open discussions about diagnosis. SEN team of four, three of whom are experts in dyslexia and emotional literacy support. Unusually, SENCo is also head of teaching and learning — well-placed to identify any patterns and monitor progress, ensuring teachers are equipped to adopt appropriate strategies within the classroom: ‘It’s not helpful for students to be taken out of class and fall behind’. Concerted effort to counter any stigma, with skills toolkits and one-to-one ‘study smart’ sessions available to everyone, plus supporting students to better understand their neurodiverse classmates.

The arts and extracurricular

Performing arts take centre stage. Drama is ‘amazing', with substantial numbers doing GCSE and A level and making good use of the high-spec Lund theatre. ‘We try and push the envelope of what can be done with school drama’, said a staff member - the sixth form’s ‘ambitious’ rendition of expressionist classic Machinal garnered rave reviews and the biennial musicals ‘have a bit of a reputation’. Anyone can get involved, with hot competition for Edinburgh Fringe shows and a ‘massive stage-crew programme’; the lower school production of Oliver even featured a revolving stage. Dance for all during years 7 and 8 is liberating: ‘Lots of people think they won’t like it but end up doing it at GCSE.’

Music lauded as ‘extraordinary’. About two thirds play at least one instrument, many to an extremely high standard. Good take up at GCSE and A level; normally a couple each year head to Oxbridge and conservatoires. ‘There’s always something going on somewhere’, remarked our guides as we passed a rock band rehearsing in the Great Hall at break, watched by an enthusiastic mix of students and staff. ‘We get used to teaching to the sound of music’, observed one. ‘Anything’s possible’ when it comes to making music, from symphony orchestra to acapella to jazz ensembles (where else would have a head of jazz?), and well over 200 pupils participate in ensembles, many leading their own groups. Each year even has its own ‘rock school’. Chamber music popular too (regular finalists in the south-east schools’ chamber music competition). Again, it’s not just for the elite - even if you’re a grade 2 violinist, ‘there’ll be a group for you’.

Art and DT both mandatory till year 8 and very popular too, with wonderfully imaginative work. Year 7s were busy constructing sustainable model ‘living pods’ inspired by an architect of their choice, glue guns poised at delicate matchstick structures. Young Enterprise students used 3D printers to create imaginative plates for toddlers, together with an accompanying e-book.

Dazzling array of clubs - any student can set one up. The lads leading the AI society felt like fledgling university professors and we were reluctant to leave the linguistics club run by another talented sixth former, packed with buzzy students tackling a puzzle matching Linear B with Ancient Greek script. The green impact society goes well beyond usual energy-saving campaigns, discussing tough topics like cryptocurrency and the environment. Debating is ‘massive’, with great success in national competitions. Tackling complex issues with gusto is clearly part of the school’s DNA. Charity ‘is quite a big deal here’, too, with considerable sums raised annually though quirky events such as ‘cycling to the moon’.

Year 7s and 8s can undertake the Young Leaders’ Award and also apply for the headmaster’s award, a kind of junior DofE that also includes academic and sustainability sections. DofE very popular too and trips abound, making good use of London but also more exotic ventures, eg geographers and Mandarin students to Malaysia, STEM trip to Iceland, Berlin for maths.

Sport

Not historically a sporty school but now ‘sport is a big part of what we do’, say pupils. Everyone gets to play fixtures (even the footie H team), with considerable success especially in rugby (Middlesex U18 rugby champions) but also in football, hockey and tennis. Beautifully kept playing fields and stunning new pavilion with spectacular views across the extensive grounds - ‘the best part of the school’, raved one pupil, and no-one seemed bothered by the short coach journey or 20-minute walk. Some choose hockey but rugby is the main autumn sport (contact, touch and X — popular with the C and D teams), taught by staff with impressive pedigrees, with football in the spring and cricket in the summer. Some parents of very sporty boys say ‘sport is strong but not yet elite’; they’d like more coaching for the top teams. Cricket for all years 7 and 8, with tennis and netball at the smaller Hocroft site tucked away near the fields. Sixth formers have a wide choice, from riding to yoga to team sports, including girls’ rugby and football. Swish sports centre at Frognal with gym, two dance studios, 25m pool, fives court and hall for PE and fitness training. Plenty of sports clubs too, eg fencing, basketball and cross-country.

Ethos and heritage

An unusual history that begins in 1830, a time when civil liberty was felt by growing numbers to be at risk due to excessive control of government, church and education. Various interested liberal intellectuals created London's University College to challenge what was felt to be a narrow and dogmatic view of education, and later added an associated school in Gower Street (hence alumni being known as Old Gowers).

Handsome Edwardian buildings, with the imposing Great Hall at its heart (rebuilt in the 1980s after a terrible fire), complete with chandeliers, balcony and organ. Sleek modern buildings nestle alongside, including a stunning, double-level library (designed with input from Cambridge University) with adjoining seminar rooms, university-style study booths and extremely well-stocked bookshelves. The gorgeous refectory evokes an Oxbridge college with its wood-panelled walls and long wooden tables – also first-rate food including a beautifully-presented cheeseboard. The campus has a surprisingly spacious feel, framed by trees, complete with allotment, greenhouse and beehives (delicious honey!) and a prominent war memorial that epitomises the school’s deep sense of service. Contemporary sixth form centre is bright and airy, packed with mixed groups of casually-clad students in animated conversation, sprawled on sofas and huddled around tables – we were assured though that the plant-lined quiet study area is also well used.

The original Benthamite ethos holds good today – ‘We are carrying on the same mission and parents get that’, says the head. Very active partnerships programme with local schools, including year 9s mentoring primary kids in maths and English via Zoom. Head is a governor of London Academy of Excellence Stratford and Westminster Academy to support collaboration including an emerging innovative sports science partnership with the latter.

Notable Old Gowers include Tristram Hunt; actors Hugh Dennis and Bertie Carvel; journalists Ian Katz, Jonathan Freedland and Paul Dacre; composer Thomas Adès; cancer specialist Professor Justin Stebbing; climber Chris Bonnington and members of Bombay Bicycle Club.

Pastoral care, inclusivity and discipline

‘Our fundamental code of conduct is to be kind to everyone - if you don’t subscribe to this, you won’t fit’, head says firmly, and this was echoed by all we spoke to: 'You treat everyone as you’d want to be treated.' School said to be ‘Beyond incredible’ for anyone struggling - ‘They took the academic pressure off, which allowed our child to flourish and focus on building friendships and confidence,’ said one happy parent, another commenting that ‘they really have the students’ backs and nurture them emotionally as well as academically’. Students agree, adding that ‘everyone is very supportive of everyone else – it isn’t super-competitive like my last school’. Discipline is fairly light touch with no undue fuss over minor uniform infractions. When there is a problem, however, school ‘does listen carefully and take time to get to the bottom of the issue’ and will support or exclude as appropriate.

Equality, diversity and inclusion are at the heart of the school’s ethos: ‘it’s a very accepting community – it doesn’t matter who you are or how you identify, no-one bats an eyelid’. Active queersoc, femsoc, religious and cultural groups, and neurodiversity celebration week saw both staff and pupils share their experiences. ‘Any kind of intolerance is not tolerated’, say parents; what’s important is ‘learning to disagree in an agreeable way’ and being ‘a team-player with respect for your community’. Head observed that when the Everyone’s Invited storm broke, the girls ‘really wanted to help the school understand what it felt like and what needed to change, rather than fight against us’. ‘It’s a community that gets through things together’, noted one parent.

Friendly competition thrives between houses (called demes from year 9 up), each with its own Instagram feed enthusiastically celebrating successes and also a key part of the pastoral structure. Peer mentoring much in evidence, with sixth form scientists helping year 11s and year 12s teaching year 7s in PSHE about wellbeing - ‘We want them to know that having mental health problems isn’t a weakness.’ Year 7 and 12 joiners find it easy to integrate – ‘It doesn’t feel like you’re being pushed into an environment where everything is all sewn up,’ although initially ‘it can be hard to navigate the relative informality if you’ve come from a more structured environment’. Incoming girls have a female year 13 buddy and say the smaller female cohort creates ‘camaraderie without competition’. Sixth form is seen as ‘the anteroom to university’ but ‘not the free-for-all that some people think’. Increased independence sits within a ‘very supportive’ pastoral framework and an emphasis on establishing sound study routines.

Pupils and parents

‘We really liked the boys who showed us round at open day’, several pupils said. We could see why - pupils we met were relaxed and confident, strolling into the first class of the day in various degrees of dishevelment but quickly buckling down to work (‘four minutes, boys; you know what to do’). Teachers say that students ‘have their own opinions but are not opinionated or provocative’, nor narrowly academic. ‘They don’t take themselves too seriously’, agree parents; quirkiness is celebrated here and ‘there’s no identikit UCS pupil’. Girls in the sixth form are not seen as exotic flowers but ‘become really good friends’; most are confident personalities who enjoy the intellectual banter and friendly competition, agreeing that ‘within a couple of weeks it feels absolutely normal’ being in a male-majority school.

Many north London families, but excellent transport links mean plenty come from further afield, some (mainly sixth formers) from as far as Beckton and Newham. Generally a very grounded, ‘not flashy’ parent body, with a happy mix of creatives, professionals and entrepreneurs – ‘people who are very committed to education’, with strong support for the bursary fund. Plenty of Old Gowers among the well-connected parents, many keen to offer support as speakers or with careers guidance. Parents appreciate the regular ‘Inside Frognal’ seminars covering everything from ‘how we teach maths’ to university applications.

Money matters

Generous financial assistance available (worth £1.2m in 2023), in keeping with school’s ethos. Sixty bursaries each year, 95 per cent of which are full fees. No academic scholarships but music scholarship worth up to 25 per cent.

The last word

Warm and nurturing yet academically pacy, UCS pulls off the trick of fostering ambitious and socially minded individuals who enjoy their intellectual journey. As such, straight As and Oxbridge are not its sole raison d’être - 'Like its pupils, UCS follows its own path', as one parent put it. A school with heart where strong relationships are the springboard for independent thought and creative exploration.

Special Education Needs

There is currently one full time Learning Support Specialist in the Senior School. Pupils are screened for dyslexia on entry to the school. Progress of pupils with specific learning difficulties is monitored and reviewed at regular intervals. Individual support by withdrawal from lessons is offered in short blocks (usually 6 sessions) aimed at remediating specific areas of difficulty. If long-term, continuous support is required parents are advised of contacts outside the school. 09-09

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