The Leys School A GSG School

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What The Good Schools Guide says

Headmaster

Since 2014, Martin Priestley MA (Oxon) PPE. He had planned a career in diplomacy but changed course after a Damascene moment sitting at his desk in Westminster – ‘I knew I would rather be teaching.’ Having written 50 speculative letters to schools and received positive replies, the course of his working life changed. A personal awareness of the possible twists and turns ahead for his pupils has reinforced his commitment to the importance of offering a broad educational experience and the chance to develop serious cultural interests and sporting prowess. As a boarding school in Cambridge, ‘our pupils benefit from the outstanding scholarship of the city, planned lectures and events, yes, but also from the atmosphere of learning and discovery with which they are surrounded,’ he says.

After a spell teaching at Uppingham and as head of Warminster he came to The Leys and was struck by the level of ambition among his pupils – ‘I think our job is to be their Sherpas, to help guide them to reach their own summits. Pressure does not come from above, nor does it need to’. He meets pupils informally, a few at a time, most days at lunch, attends matches and play rehearsals and really gets to know their families and lives. Parents are impressed that ‘he has a touch on everything that goes on which really helps when it comes to making difficult pastoral judgements’. Known for believing that ‘everyone deserves a second, though not necessarily a third, chance,’ he is also praised for ‘not shying away from taking tough decisions’ and being a good disciplinarian. Has a kindly, understanding manner and pupils know they will be listened to. His communication skills ‘are excellent, the school really keeps us in the loop. Children don’t always pass stuff on.’ Very true. He lives on the site, totally immersed during term time but, ‘enjoying all that Cambridge offers, with the pupils’.

Entrance

All pupils are interviewed and tested prior to entry. Roughly 30 are admitted to year 7, mostly from local primaries, and another 70 in year 9. St Faith’s is part of the foundation and a key feeder school but pupils come from all the other Cambridge preps, boarders often from further afield. The entrance tests are competitive. The school sets its own maths and English papers and uses standardised verbal and spatial reasoning tests. Oversubscribed so they can take their pick.

Sixth form entry: five 6s for pupils already at The Leys. Officially, the same for pupils admitted from elsewhere but the reality is that the bare minimum will not secure a place. The school is popular and oversubscribed and can be choosy. References and reports from previous schools also required.

Exit

Up to a quarter leave after GCSE, mostly to local, excellent sixth form colleges rather than rival independents. The odd one doesn’t come up to scratch with GCSEs, but this is unusual. Most leave after A level for top-drawer universities – Durham, Edinburgh, Exeter, Newcastle, UCL and Loughborough. Variety of subjects but a leaning towards the heavyweight – law, physics, philosophy, engineering, computers. One to Oxbridge in 2023 and one medic. A sprinkling to study art or music and the occasional one to RAU or Harper Adams.

Latest results

In 2023, 54 per cent 9-7 at GCSE; 56 per cent A*/A at A level (80 per cent A*-B). In 2019 (the last pre-pandemic results), 83 per cent 9-7 at GCSE; 53 per cent A*/A at A level.

Teaching and learning

The excellent results, showing year on year improvement, are gained through the pupils’ own motivation and ‘the quality of the teaching’, say parents who are full of praise for the unpressured atmosphere of the school. No one is mealy-mouthed about the importance of exam results – ‘We all want our children to succeed, it’s just a question of how they do it.’ The headmaster also acknowledges that ‘the Cambridge intake does represent a parent body that really values education’, and the pupils themselves say, ‘Working hard is normal here.’ Parents mention that choosing The Leys partly owes to this balanced approach and, as the head remarks, ’I never wanted to run a foie gras force-feeding school.’

Several languages on offer – French from year 7, with Spanish, German, Greek and Chinese in subsequent years. Latin for all up to year 9 when classical civilisation can be opted for instead. All languages taught to GCSE and A level. Setting for maths right through the school and in sciences from year 10. Class sizes up to GCSE are slightly under 20, at A level often under 10. Broad spectrum of A levels taught – the emphasis, unsurprisingly, on the heavyweight subjects.

An atmosphere of learning is very apparent. In class the pupils are attentive and interested, the teachers engaging, and it is clear the relationships are good whether in a science class (sewage processing in the class we dropped in on – proved to be fascinating) or in the more informal DT (where we saw pupils designing F1 racing cars). The main subject areas have their own buildings and movement between lessons is calm but provides a chance for cheerful conversation and a breath of air.

All pupils have their own tablets provided by the school and IT facilities in all departments are excellent. However, three cheers for the head for promoting the use of fountain pens: ‘They are shown to improve the quality of writing. A good style is still an asset.’ Outstanding library with timetabled lessons up to year 9 and free access throughout the day for borrowing and reading for the rest of the school: ‘We encourage the habit and in many cases, it sticks.’

Saturday school for all years, though years 7 and 8 finish at lunchtime and higher forms have matches and other activities in the afternoons. ‘They do work a very full week – just right for teenagers,’ said a parent, and pupils appear to thrive on their packed schedule. Being in Cambridge means unparalleled opportunities to visit exhibitions and to hear eminent speakers, some of whom may visit the school but pupils can easily attend elsewhere in town and the freedom to do so enhances the experience of pupils in the sixth form.

Not too many schools we visit boast a vision studio but this school opened one in 2021 – a teaching space dedicated entirely to the use of VR and AR.

Learning support and SEN

The learning support department provides pupils with help where needed and about 50 pupils at a time are receiving assistance with various aspects of learning. The department works closely with subject teachers to ensure the same approach is being followed across the curriculum and pupils attend both in small groups and individually for extra help. The aim is always to spot any difficulties early on and monitor progress carefully. Pupils may attend learning support in place of Latin in years 7-9. There are drop-in clinics that pupils can attend whenever they feel the need. Sixth formers are helped with independent learning and preparation for university.

Fifteen per cent of pupils come from overseas (35 different countries) and varying numbers require EAL support. Three English lessons a week are offered with extra (privately funded) lessons available, should they be necessary. Care is taken to ensure that language skills do not hold pupils back academically.

The arts and extracurricular

The performing arts building is made full use of, with a theatre of professional standard complete with its backstage world and studios, rehearsal space, class and dressing rooms. Drama is extremely popular, timetabled for all in year 9 and offered at GCSE and A level. In addition, all manner of chances to act, dance, sing or spin on a trapeze in a string of performances throughout the year, both the serious (Arthur Miller’s The Crucible) and the not so serious (The Sound of Music). Debates, quizzes and charity events are also staged and as we were told by pupils, ‘There is always something else we want to squeeze in.’ The benefit of boarding is that rehearsals and practice can take place in the evenings and weekends.

Music has high status, with excellent facilities including a music school, complete with acoustically engineered recital hall (opened by Julian Lloyd Webber) and endless opportunities to play and perform. There are workshops and masterclasses to inspire and the chance to learn practically any instrument to a high standard. Choirs, orchestras, bands and ensemble groups galore. All pupils have a timetabled music lesson in years 7 and 8 and it is an option at GCSE and A level. Many talented pupils including former choristers of local college choirs. The hymn tune Coe Fen, named after the meadow that borders the grounds, was written by a former director of music.

Outstanding examples of art, pottery and displays of pupils’ work in DT adorn the walls and other spaces throughout the school. The prevalence of glass in the newer buildings means the opportunity is there to see fascinating lessons underway, notably art and DT – ‘It makes you want to try things yourself,’ a pupil commented.

Compulsory DofE for years 9 and 10 with CCF a choice from year 10 on Wednesday afternoons. Lots of subject field trips and opportunities to travel further afield, often as part of a sports team or charitable endeavour.

Sport

This is a sporty school, with outstanding facilities. ‘The opportunities are amazing, I couldn’t believe all there was to do when I came,’ said a sixth former. As a small boarding school there is plenty of chance for match play, a plethora of teams at all stages in all the team sports. Cricket is as much for girls as boys, and rugby is increasingly popular for girls too: ‘We started with 30 and now there are loads of us,’ say the girls who helped get it going. If team sports are not your thing, then there are all manner of alternatives offered in the higher forms – sailing, gymnastics, dance (hip hop and street, as well as ballet) and circus skills among them.

Boarders

Pupils are divided among 11 houses, with years 7 and 8 kept together in Moulton House, moving up to a boarding house (single sex) or a day boarders’ house. The houses for day pupils are the same as boarding houses, minus the beds. All houses have a housemaster or mistress (known as HMs), supported by matrons, who provide a lot of the necessary day-to-day care, helping to create the homelike atmosphere.

The school offers two types of boarding, full or home. There is no ‘flexi’ option. Full boarding speaks for itself and home boarders arrive for registration in house at 8.15am and remain at school into the evening for activities, supper and prep, leaving at 9pm, sometimes later. These pupils have a desk and allotted space in one of the boarding houses and follow exactly the same regime as full boarders, save for the sleeping part. It is a popular option with parents and pupils alike. ‘It suits us. We wanted them in the centre of a vibrant city but with the much broader offer of a boarding school,’ said one parent. It is possible for home boarders to move to full boarding and plenty do, especially in the sixth form: ‘Mine will probably board full time in the sixth form. They ask about it every day!’ Of the 70 per cent accommodated in boarding houses, 50 per cent are full boarders and 20 percent home boarders. The remaining 30 per cent are day pupils, so the feel of the school is very much that of a boarding school.

Houses are of varying age and have their own distinctive qualities, but all provide a similar standard of comfort and privacy. Younger pupils sleep in mostly two or three-bedded rooms, all with their own zone of bed/desk/bookcase; sixth formers have their own rooms. High standards maintained in bathrooms, showers and loos and matrons keep a close eye on morning and evening routines. Meals are eaten in the school dining room but houses have a series of smaller kitchens, usually one on each floor, for the inevitable toast making and drinks.

House staff work to create a family atmosphere. In one house, we saw a collage of house residents’ faces together with their birthdays – ‘We always celebrate with a cake and some fun. It is especially important for any pupils from overseas.’ Boarders, for a treat, can occasionally cook a full-blown meal in the house kitchen. Relaxed sitting and common rooms, with screens, but staff keep a weather eye on activities – ‘No screens or phones at bedtime for younger pupils, and we keep other periods free of them too.’ Good to know that board and card games are still encouraged. Prep is supervised up to year 11. Older pupils act as guides and friends to the younger ones and it is obvious that ages mix very comfortably. ‘My daughter gained so much from being in a house of all ages,’ said one parent. Another mentioned that ‘the matrons really do behave like mothers, keeping an eye out for anyone a bit under the weather or just tired and needing a chat and some attention’. There are plenty of arranged activities at the weekend and sixth formers are free to go into Cambridge, so long as they respect the 10.30pm curfew. There is a sixth form club with its own bar that opens occasionally.

Ethos and heritage

As a Methodist foundation, the school has a particularly strong sense of community and the school chapel remains central to its life. Not overly religious (there are no religious credentials required for entry) but there are weekly services for the whole school, whatever their denomination. Parents speak approvingly of ‘the sense of community that is fostered’ and the way ‘conformity is not a goal, they are encouraged to question things’, which is very much a quality of the Methodist movement. It has been praised for its tradition of encouraging independent thought and the head agrees that ‘we educate and encourage pupils to think their own thoughts’ and adds that ‘pupils on return visits to the school always want to visit the chapel. It remains at the heart of the school.’

Having begun in 1875, the Leys is the only coeducational boarding and day school in Cambridge. On a 50-acre site, with views over Coe Fen, the school has a surprisingly rural feel, given how close it is to the centre of Cambridge. Many of the early buildings are of the red-brick Gothic style, and the chapel itself is a good example of the Arts and Crafts movement. It is a spacious site. The old and newer buildings, some of outstanding design, are an interesting mix and are positioned to keep plenty of green open spaces and quadrangles, in addition to the extensive playing fields. Everything beautifully kept and facilities in the houses are well maintained.

Often referred to as a ’big small school’ and one can see why. With a strong foundation and support from generous benefactors, the school has retained its moderate size and, with it, ’the sense of belonging to a school that knows the individuals who make it up,’ as one parent put it. Pupils have relaxed good manners, but nothing starchy. Good buzz of conversation in the dining hall, with orderly sittings for different year groups. Younger pupils eat first with house staff keeping an eye. Food rather above the average school offer (we can vouch for the sea bass) and plenty of choice.

Among former pupils are Martin Bell, the broadcaster/politician, and the late Christopher Hitchens, journalist and polemicist. Several from the sporting world including tennis player Jamie Murray, plus the King of Bahrain and the King of Tonga.

Pastoral care, inclusivity and discipline

The house staff are on the lookout for any problems and ’nip them in the bud before they develop,’ say parents – and there is praise on all sides for the way staff get to know the pupils. ‘It is one of the school’s great strengths and a reason that we chose it for our children,’ said a parent. ‘The staff spend a lot of time getting to know pupils and with their antennae, especially with teenagers, can offer help before things reach a worrying stage.’ Good social relations are emphasised and house staff swap roommates around: ‘We were sorry at first when my son was moved, but it turned out to be brilliant for both boys. Staff knew what they were doing.’ Counselling and support services are available for particular worries and problems.

From the top down, ‘the place gives short shrift to any nasty behaviour. Bullying is not tolerated,’ said a parent. The head is ‘a good disciplinarian’, we were told, but equally was ’very understanding when he dealt with a misdemeanour of our son. He was kindly and forgiving and did not make us feel worse than we already did!’ Another parent spoke of ’the incredible support the school offered my son when I was having serious medical treatment. They also introduced him to a pupil who had had a similar experience and that really helped.’ Pupils themselves speak of the value in keeping sixth formers in the house with younger pupils – ‘It’s fun but it really helps having older people around who you can talk to quite casually.’

Year 9 pupils (day and boarding) spend a 24-hour period of initiation at the school the summer before entry. It gives them a chance to get a feel for the place and to make friends through team bonding sessions and fun. ‘The school knows that happy pupils do well and they take the trouble.’ Very few behaviour problems and most can be dealt with at house/tutor level. For occasional problems related to drink or drugs, there is a clear policy: ‘effectively zero tolerance, but there are times when, say, for a small mistake, it is right to offer a second chance.’

Pupils and parents

This is Cambridge and parents reflect it. Academics, entrepreneurs, scientists and medics predominate but there are farming families from nearby and a number of pupils are the second or third generation at the school. Boarders mostly from a small catchment – Essex, the home counties and London, plus the 15 per cent from overseas. Described as ’an international school in an international city’, it offers the chance, a parent was frank enough to admit, ‘to make connections that are as broad as possible, in a global market.’ Several parents spoke of valuing a school that would work as a day or a boarding school and all prize the opportunities Cambridge has to offer: ‘They can develop into adults in a city.’ ‘They are ready for university, no shocks.’ The parent body itself is felt to be ‘a nice bunch, not flashy’. ‘You tend to know best your children’s friends’ parents but it is not cliquey.’ There is a 60:40 split between boys and girls but this seems of little consequence and neither is the day/boarder divide a significant one – ‘I board, my best friend is a day pupil,’ said a year 10 pupil.

Money matters

Academic scholarships offered for year 7 entry with same again at year 9 plus usual music, art and sports awards. Bursaries also available and can be used to top up scholarships to cover full fees. Awards also available in the sixth form.

The last word

With an idyllic setting in central Cambridge, this is a popular school with bright, hardworking pupils. There is a breadth of vision and a great belief in the individual. Pupils feel able to speak up and ‘sing their own song’. This is a happy school and pupils know they are lucky.

Special Education Needs

The Leys welcomes pupils with a diverse range of skills and talents. Selection procedures are designed to identify pupils who can cope with a curriculum aimed at gaining B grades and above in at least 5 of their GCSE subjects. They are then expected to follow further academic study at AS and A level to prepare for higher education in the future. Within this ability range, it is our aim to identify those pupils with learning difficulties and to help them to achieve of their best in all aspects of school life. We strive to assist them in becoming confident idependent learners equipped with the strategies to overcome their difficulties and so enable them to reach their full potential. The school employs specialist teachers to provide 1-1 support for those pupils who may need some specific help to develop the appropriate strategies which will enable them to participate fully in the academic and social life of the school. The emphasis is on the needs of the individual and the teachers in the Learning Support Department liaise with staff and parents to ensure that the pupils can flourish within the school. There is no in class support and lessons either take place in private study periods or after school. Not all those pupils with specific learning difficulties require direct support, but the Learning Support Department also monitors the progress of all pupils with a known difficulty, to ensure they are following an appropriate academic porgramme and have any necessary examination arrangements in place. Our contact with parents is very important and we value their input and help to support their child. Apart from initial screening, no assessment for specific difficulties is undertaken without discussion and permission from them and no information concerning pupils is given to staff without their knowledge and consent. However, we do encourage as much information sharing as possible as the more staff know and understand a pupil's difficulties, the more able they are to support them appropriately. As it is policy not to withdraw pupils from timetables lesssons, the staff are of paramount importance in the support network. The Learning Support Department therefore also has a valuable role in supporting and advising the staff on management in the classroom.

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