Alleyn's School A GSG School

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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.

What The Good Schools Guide says

Head

Since 2021, Jane Lunnon BA, the first female head of Alleyn’s. Previously head of Wimbledon High School GDST for six years. Attended North London Collegiate School and the University of Bristol, where she read English. She began her career in marketing and research before ditching the heels and shoulder pads and deciding to teach instead. She reckons teaching English is the best job in the world – ‘getting paid to read books and talk about them’.

She has a plethora of experience in both single-sex and co-ed schools, including Wellington College, where she spent 12 years as an English teacher, head of English and assistant director of studies, and Prior’s Field School, where she was head of sixth form and then deputy head. She re-joined Wellington College in 2010 as senior deputy before taking up the headship at Wimbledon High.

An energetic, high-profile head, she’s a governor of the London Academy of Excellence Tottenham, a trustee of the Royal National Children’s SpringBoard Foundation, a governor at King Edward’s, Witley and sits on the HMC Universities Committee. Her first book, The State of Independence, co-written with Dr David James, examined the challenges and opportunities for independent education. The duo are currently working on a second edition – and on another book, Schools of Thought.

Married to Neill Lunnon, head of Fulham Prep, with two children at university. Her identical twin sister, Jenny Brown, is head of City of London School for Girls. In their spare time she and her husband have taken up ballroom dancing. ‘It started with our obsession with Strictly – but don’t judge,’ she laughs. ‘We go to a local dance centre every Monday evening but we’re still in the beginners’ class.’ She enjoys reading and the theatre and loves wild swimming in west Dorset in the holidays. Her favourite writers are George Eliot, ‘unsurpassed in my view’ – TS Eliot and John Donne. Unlike some heads she still teaches – year 7 English and ‘a bit of A level’. ‘It means that you get to know every child in the school eventually,’ she says. ‘It’s useful for a head to have the experience of teaching and to see all the things that teachers are wrestling with.’

Unafraid to speak up on the education issues of the day, she’s often quoted in the media. When the Everyone’s Invited campaign hit the headlines in 2021 she stressed that schools must play their part in addressing the problem. ‘Like all revolutions, we are playing catch up and that is as true in schools as anywhere else,’ she wrote. ‘We need to join hands – parents, teachers, politicians, advisors, inspectors – and work together with our young people, carefully, over time and with due humility and patience, to create a better plan to keep children safe from the pitfalls of our times and from the digital, febrile, intensely scrutinising world we have helped to create.’

She’s passionate about widening access to independent schools, building diversity and targeting bursary places for those most in need. ‘The most important things I do are to get the right kids in school and the right staff,’ she says. Parents are big fans. ‘She’s fabulous – really front and centre at the school,’ one told us. Another described her as ‘a great communicator’ and appreciated her emphasis on pupils not being reliant on their mobile phones. The parent of a year 7 praised her emails to parents. ‘They are thoughtful, smart and thought-provoking and she always defends the young generation, whichever school they are at. She is always very present at the school. I say to my husband: “How many hours in the day does she have?” Hats off to her.’

Proud of the school’s creativity and the pupils’ willingness to engage and be proactive – their ‘chutzpah’ – she recalls receiving an email from two year 8 members of the Fish Tank Club during her first two weeks at the school. ‘They needed extra funding to keep the fish alive and the tank clean,’ she says with a smile. Similarly, when she was asked to speak at COP26, the UN climate change conference, she found two pupil attendees and 10 alumni there. ‘They’re a constant surprise,’ she says. ‘When we had our battle of the bands I spotted one of my year 12s rocking a Lenny Kravitz number and playing his guitar on the back of his head. They have the courage to be themselves and the courage to support each other. They are comfortable in themselves and I’m really proud of that.’

Entrance

Very competitive – at 11+ there are 150 places on offer, with 10 applicants for every place. Candidates take the ISEB Common Pre-Test (this assesses potential and attainment in English, maths and verbal and non-verbal reasoning) in November, either at their own school or Alleyn’s. Those who reach a satisfactory standard return in January to take the school’s entrance exams. Alleyn’s interviews children whose assessment results and school report show they will flourish at Alleyn’s, both inside and outside the classroom. ‘It’s a very detailed process,’ says the director of studies. A third of year 7s come from Alleyn’s Junior School, a third from preps like Rosemead, Oakfield, Blackheath Prep, Finton House and Parkgate House and a third from state primaries like Dulwich Hamlet, Belleville and Honeywell.

Fifteen to 20 places on offer to external sixth form candidates. As well as writing a personal statement, explaining why they want to come to Alleyn’s, they sit general papers in qualitative reasoning, quantitative reasoning and critical writing (regardless of their A level choices). ‘The papers will not be syllabus-dependent and should be accessible to all,’ says the school. Youngsters who achieve a satisfactory standard are invited for interview.

Exit

Just over 10 per cent leave after GCSEs. At 18+, a huge variety of university destinations, nearly three-quarters to Russell Group. Favourites include Durham, Manchester and Nottingham. Some choose prestigious music and drama courses or foundation art programmes. In 2023, 16 to Oxbridge, 10 medics and nine overseas – to Yale, Brown, McGill and IE Spain, among others.

Latest results

In 2023, 91 per cent 9-7 at GCSE; 77 per cent A*/A at A level (93 per cent A*-B). In 2019 (the last pre-pandemic results), 89 per cent 9-7 at GCSE; 69 per cent A*/A at A level.

Teaching and learning

Three pathways on offer at A level – either four A levels, three A levels plus an AS in maths, English language or a language qualification or three A levels plus an EPQ. All the usual A level subjects on offer, as well as economics, philosophy, politics and PE. Teachers try hard to accommodate subject combinations. Maths is the most popular A level subject. Strongest recent A level performances in art, art history, biology, chemistry, economics, English, French, history and maths. The science department boasts a scientist-in-residence, high-tech labs, a programme of science lectures and even a rooftop observatory. Virtually all take three sciences at GCSE, plus either one or two languages (French, Spanish or German). Mandarin is currently being trialled with year 7s. Academic outcomes are excellent and although pupils wear their talents lightly, achievement is none the less impressive for it.

Year 7 and 8 pupils are eased into school life gently. They have most of their lessons in their own building – a bright, airy space with 12 classrooms (year groups are divided into six forms each), an atrium and a flexi-space. ‘It’s not too overwhelming when you arrive,’ a chirpy year 8 told us while another said: ‘It’s very welcoming and kind – not intimidating at all.’ Parents agree. The mother of a year 7 told us: ‘It’s quite a step up from year 6 to 7 but they made it very easy for my son to settle in.’ Another said: ‘Our son went to a state school and we were worried that it might be a big change but he seemed comfortable straight away.’

The Alleyn’s Learners Programme in years 7 to 11 helps pupils to understand how they learn – so they know how their brains work as they progress to GCSE. Year 11s get sessions to enhance their wellbeing, ranging from gardening and mindfulness to new skills like touch typing and cooking. Parents told us that teachers are responsive and involved; indeed, the only gripe we heard was that the school is too communicative at times, sending a slew of emails and information home.

Learning support and SEN

Up to 180 pupils access learning support for needs like dyslexia, dyscalculia, ADHD and autism spectrum disorders. Head of learning support and two part-time specialist teachers deliver short courses of focused support but most learning support is provided through differentiated teaching in the classroom.

The arts and extracurricular

Up to 450 individual music lessons a week, more than 40 ensemble rehearsals per week and over 50 performance opportunities a year make Alleyn’s a very musical place. We particularly liked the idea of A Lot of Hot Air and a Bit of a Scrape, a concert by wind, brass and string ensembles that takes place both in the school’s theatre and around the balconies of the class atrium outside it. Other stand-outs include the symphony orchestra’s recent world premiere of Thomas Hewitt Jones’s Overture at Southwark Cathedral. Two pupils were progressing to conservatoires when we visited. Six pupils are members of the National Youth Orchestra and two were among the last 25 category finalists of the BBC Young Musician competition. Distinguished musical alumni include composers Dobrinka Tabakova and Benjamin Wallfisch and singer/songwriters Florence Welch and Jessie Ware.

Drama has long been a strength of Alleyn’s. Students appreciate how lucky they are to have the MCT, a professional performance space named after the Alleyn’s teacher who founded the National Youth Theatre more than 50 years ago. Productions include the upper school play, middle school play and lower school play as well as the Bear Pit, which enables years 11 to 13 to produce and direct their own plays – ‘with smaller casts and often more challenging content’. ‘It can be a bit edgy – think Trainspotting meets Sarah Kane,’ says the director of drama. Around ten a year take drama A level and some go on to drama school afterwards. Not surprisingly, the school has produced a host of famous actors – from Leslie Howard to Jude Law and more recently, Louis Partridge and Fola Evans-Akingbola. Dance was introduced seven years ago and is growing in popularity, with 15 pupils taking the GCSE each year.

Alleyn’s art is sublime, six studios housed on the top floor of the main school building. Sixth form artists were working hard when we visited ahead of their A levels. Year 12 pupils were just back from a trip to St Ives and we admired a breathtaking installation by a budding set designer, inspired by artist Cornelia Parker and comprising more than 100 parts of an old printer hanging on invisible threads. ‘It’s a great department to work in – really contemporary, forward-thinking and ambitious,’ an art teacher told us. DT is a hive of industry, with laser cutters, 3D printers, a CAD router and enthusiasm galore. Up to 11 take the subject at A level while around 35 take GCSE. Recent creations include a metal hanging seat and an ingenious motorised skateboard. ‘The emphasis is on problem-solving,’ says the head of DT. ‘The process is as important as the end game.’

Year 7s and 8s study food and nutrition and around 20 keen students take the subject at GCSE. ‘This is one of the lessons I most looked forward to when I was younger,’ said our nostalgic sixth form guide as we watched year 7s cook lamb koftas as part of a lesson on saturated fat.

Pupils have 180 co-curricular activities to choose from, everything from podcast club to molecular gastronomy. ‘It’s cool to try hard and be involved here,’ remarked a senior member of staff as we watched a bunch of pupils fit in a quick game of football at break-time. Huge weight given to volunteering, whether it’s year 8s doing arts and crafts with dementia sufferers at a local care home or older pupils supporting primary school children’s reading skills. The school runs one of the largest DofE programmes in the south-east and CCF currently has 200 cadets. A sixth former using the school’s own flight simulator told us she had been so inspired that she hoped to join the RAF’s University Air Squadron.

Sport

Thirty acres of lush playing fields, with the Shard and the City a glimmer in the distance. Brilliant facilities and every pitch imaginable, along with a 25-metre pool. More than 80 per cent of pupils represent the school in sport over the course of the year – over 150 sports teams play more than 2,000 fixtures, with notable performances in football, hockey, netball, cricket, water polo, basketball, tennis and fives. Under-13 girls recently won silver in the water polo national championships while the first 11 football team won the London schools FA under-19 trophy. The team included the first Alleyn’s girl to play in the first 11 (and the first girl to play in the FA under-19 final), reflecting the genuinely co-ed approach the school takes to fielding sports teams.

The school runs the Alleyn’s Academy every Tuesday, with the aim of enabling social mobility through sport. Around 140 children from local primary schools take part in sports sessions led by Alleyn’s staff and pupils. It’s being extended to encompass Ukrainian refugee children too.

Ethos and heritage

Alleyn’s is very much a global 21st century school but it also boasts an impressive heritage. Founded by Edward Alleyn, the famous Elizabethan actor and a contemporary of Shakespeare and Marlowe, it celebrated the 400th anniversary of the charitable foundation on which it stands in 2019. The original foundation was in Dulwich Village but the school moved to its present site in 1887. It became fully co-ed in 1976 – one of the first schools of its kind to do so – and opened the junior school in 1992. Many traditional elements, such as the well-supported alumni society, thrive to this day while the school’s firm commitment to bursaries and supporting role in the Southwark Schools’ Learning Partnership and London Academy of Excellence Tottenham continue Edward Alleyn’s community spirit.

An eclectic mix of buildings dot the campus. The panelled Great Hall bears the portraits of former heads and is used for assemblies while the red-brick Edward Alleyn building (known as the EAB) overlooks the playing fields and houses classrooms, lecture theatre and café. Large library, split into fiction and non-fiction – from graphic novels to Ottolenghi cookery books.

Pastoral care, inclusivity and discipline

The head puts mental health provision at the heart of the school and Alleyn’s, along with a number of other schools, is a member of the Coalition for Youth Mental Health in Schools. Chaired by the head, it has called for an overhaul of counselling and PSHE in secondary schools.

Strong pastoral support system, including trained peer mentors, gender champions and a diversity group. Pastoral support is organised through the school’s three sections (years 7 to 8, years 9 to 11 and years 12 to 13), each overseen by a head of section. Everyone belongs to one of eight houses from year 9. All pupils have a form tutor and there’s also a chaplaincy team, a team of nurses and two qualified child and adolescent psychotherapists who work as counsellors. The Well, the school’s dedicated wellbeing area, opened in 2022, housing health and wellbeing services under one roof and enabling pupils to receive reactive and proactive pastoral support.

Pupils and parents

The pupils we met were bright, enthusiastic and genuinely appreciative of the school. ‘It’s a real community,’ said one. ‘Learning never seems like a chore here.’ Most are fairly local but others travel in from across London – from as far afield as Chelsea, Notting Hill, Putney, Beckenham and Croydon. Foundation Schools’ coach service ferries large numbers to and from Alleyn’s and other nearby schools.

Teachers told us that Alleyn’s pupils are ‘an outstanding, sparky bunch’, ‘really grounded and fun’, socially aware and ‘driven by a desire to do something impactful that will benefit people’. ‘They are the kind of children who go and thank the groundsmen after a match,’ says the director of sport. ‘They understand what really matters.’

A year 7 parent recalled how her neighbour’s son enjoyed Alleyn’s so much that he used to leave early for school so he could be there when the gates opened. ‘And now my son does the same,’ she said. Another mother concurred. ‘Our children have different personalities, different attributes and different academic abilities and it’s been brilliant for them all,’ she told us. ‘It’s not a one-track sort of place. The kids really embrace the opportunities, everyone is treated evenly and they are really happy. It’s a big school but all the kids are known.’

Money matters

Lots of competition for means-tested bursaries, many of which are fully funded. There’s also the WJ Smith bursary, named after a former teacher and awarding up to 100 per cent of the fees for candidates who show exceptional music promise. A member of staff who attended Alleyn’s by means of an assisted place said it had been ‘life-changing’ for him. In 2020/21 the school provided 105 means-tested bursaries; 61 per cent provided a fully-funded place and 86 per cent provided funding of more than 75 per cent. During the pandemic the school gave extra support to 36 bursary pupils, including the loan of IT devices.

At 11+, academic, sport and music scholarships of up to £5,000 per year, plus up to £2,000 for art and DT. At 16+, academic and music scholarships of up to £5,000 per year.

The last word

An exciting, forward-thinking 21st-century school with a distinguished history, impressive academic results and outstanding opportunities on every front.

Special Education Needs

The school works with parents, staff and external professionals to identify conditions relating to specific learning differences. The school has a Learning Support Coordinator who will give advice and support to students with specific learning differences to help them achieve their potential. Where appropriate external support can also be enlisted.

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