Bradford Grammar School A GSG School

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 2016, Dr Simon Hinchliffe. Born in Rotherham and educated at Aston Comprehensive. First class degree in geography from Durham University was followed by PhD from University of St Andrews and a PGCE was from the University of Edinburgh. Began his teaching career at Wolverhampton Grammar School where he says, ‘I fell in love with secondary education.’ There he rose to be head of sixth form and completed an MEd in leadership and education with the Open University. He arrived at BGS in 2014 as deputy head.

We expected to find a stuffy hothouse doing things the way it always has. Far from it. Dr Hinchliffe acknowledges that in some respects the school did live up to that stereotype when he took over, but not now. ‘We have attended to the way we teach and appointed pedagogy champions. We learn from each other and colleagues in other schools. We’ve improved everything: we are kinder, more tolerant and inclusive.’

Dr H combines an academic interest in how young people learn with an outward looking and forward-thinking grasp of teaching and learning and the changing pressures on children. He is charismatic, commanding the respect and affection of pupils, staff and parents. One very long serving member of staff said, ‘I’ve worked for several heads, but Simon is by far the best.’ Another recently appointed teacher said, ‘I was just blown away by the head and his forward-thinking approach.’ He says he is leading a school where there is value to add. ‘Bradford and the surrounding area have historically been underserved by high quality schools and colleges, our mission is to maintain a school that families can afford and which supports social mobility, as we did under the direct grant system’. These are easy words to feed reviewers but throughout our time at BGS we felt that the school was living up to these claims. The head was very honest about those areas where he feels the school can develop further, justifiably proud of its achievements but with an air of humility as well.

A keen climber and sluggish mountain biker (so he says, but we think he may be something of a demon on wheels) he loves the great outdoors and Bradford’s proximity to the Yorkshire Dales. Has a daughter in the senior school and son at Clock House (BGS juniors).

Entrance

Around 40 per cent of pupils come through from Clock House. They do not sit a formal entrance exam although there are supportive conversations with families if the junior school feels their child might not be successful in the senior school. External entrance to year 7 is by the school’s own English and maths tests combined with a full day in school working in small groups with an emphasis on activities in the afternoon. Reports and references are also sought from feeder schools. The pass mark is just above national average, but the school says it is flexible. They want pupils who they feel can achieve at BGS. We spoke to parents whose children had been given a second chance using a different test where the school felt they might have underperformed in one aspect or another.

Make no mistake, this is selection by ability but the school is keen not to be seen as a hothouse and says, ‘coming to try for a day alongside the tests often swings it’. This was confirmed by parents who praised the supportive and non intimidating way the testing is conducted. Sixth form students must achieve grade 7 or above for any subject to be studied at A level. Minimum grade 6 in English and maths if these subjects are not to be studied at A level. Conversations are welcomed with candidates who narrowly miss this criterion but again this is as highly selective as it gets.

Exit

Between 80-90 per cent of pupils move from year 11 into the sixth form, most of the rest move to state provision. About 90 per cent to university of whom three quarters to Russell group. In 2023, six Oxbridge places in subjects ranging from archaeology and English to economics and medicine; 15 to medicine, dentistry and veterinary science.

Latest results

In 2023, 73 per cent 9-7 at GCSE; 54 per cent A*/A at A level (78 per cent A*-B). In 2019 (the last pre-pandemic results), 43 per cent A*/A at A level (71 per cent A*-B).

Teaching and learning

The head describes his school's curriculum as world class. With increased specialism from year 9 onwards it is certainly broader than many others. In year 7, all pupils study French, German and Latin, then in year 8, everyone does Latin and two modern languages from French, German and Spanish. Those from Clock House could well be at a significant advantage here given the modern languages taught at the junior school. By year 9 pupils continue with a core of English, maths, sciences and humanities plus a compulsory language. They also have the chance to study three subjects from art, DT, a second modern language, Latin, computer science, music as well as Greek, which is a new subject. Pupils love this. ‘We get to choose new subjects in year 9, that doesn’t happen in other schools, they really want us to study a wide range of things.’ At GCSE pupils will usually take up to 11 subjects including one language. There is the opportunity to add a second language (modern or ancient). We were surprised that history, geography and religious studies were all optional. Courses in English language and literature, maths, the sciences and history are all offered at IGCSE. Almost all take separate sciences up to GCSE with a very small number (three or four pupils) who will take dual award guided by their teachers following mock examination performance. 

In the sixth form students begin with four A levels or three plus the Extended Project Qualification (EPQ), usually between 35 and 50 pupils do this. There are 27 courses on offer including classical civilisation, Greek, Latin and music as well as music technology if students want it. School says that all courses run, however low the numbers. In addition, students take two 11-week blocks of enrichment subjects ranging from Japanese and photography to the Duke of Edinburgh's gold award and a lifeguard qualification. 

In the lessons we saw during our visit teachers were working hard to ensure pupils had the tools to be effective independent learners not simply passive recipients of knowledge. In a year 9 geography lesson on Haiti pupils were enthusiastically learning the best structure for their work. One said, ‘The feedback I get is brilliant, I’ve never once been turned down or made to feel stupid.’ We also saw a year 12 classics lesson where students were debating Roman use of poison with an impressive level of analytical understanding. Teachers are not constrained by the examination curricula. One sixth former told us, ‘I’ve been encouraged to do my own research and bring in things I’m interested in to analyse using school microscopes.’ There are 15 modern science labs. We also saw junior school pupils making good use of the well-equipped design technology area where there were excellent examples of students’ jewellery designs.

The library is an architectural masterpiece, all clean lines and curved staircases with lots of intimate areas to encourage reading and study. There are an astonishing five librarians to help pupils, multiple copies of all text books, a lovely discrete area for sixth form private study (known as the Jedi Council), a circular zone for the regular debates and a gorgeous junior library right at the heart of the building. Reading for pleasure is supported by all staff who display their current reading material on classroom and office doors. The sixth form also has its own enormous two storey glazed atrium in the centre of the old school building with ample space for private study (charging facilities for their own devices of course), their own catering outlet (pasta, paninis, salads etc) all surrounded by a beautiful forest of Hockneyesque tree sculptures. Better facilities than they will find in many universities.

Learning support and SEN

Around 12 per cent of pupils (marginally above average) are on the SEN register mostly requiring support for dyslexia, slow processing skills and autism. The SENCo has a maths teaching background and significant prior experience of leading on SEN in the state sector. She works closely with another colleague with a literacy specialism. They lead on staff training, which includes weekly teaching and learning breakfasts to share good practice, and specific training for instance on neuro diversity. The approach is both pragmatic and inclusive, recognising pupils' individual strengths and what they can do; for instance for autistic pupils, harnessing their obsessions to support their learning. The SENCo says, ‘Here it’s about difference, not weakness.’ They also deliver spelling and handwriting workshops for pupils in the library. There are no teaching assistants and very little withdrawal from lessons. All years 7 and 12 and other new starters are screened on arrival and individual learning plans are put in place where needed.

The arts and extracurricular

There is a wealth of musical activity at BGS. Pupils perform in more than 50 concerts a year including Friday lunchtime recitals and at venues such as Bradford Cathedral and Leeds Minster. We counted 25 plus different bands, choirs and orchestras including samba, soul and close harmony. We saw an interesting year 10 lesson on baroque music. With David Hockney as an old boy its is hardly surprising that the school has an enormous amount of high quality pupils’ work professionally displayed throughout the building. Not least the somewhat terrifying, life-size papier mache tramp and dog outside the head’s office. A pupil told us, ‘In art it’s so flexible. I’ve been encouraged to develop my own ideas even when they are a bit off the wall.’ Drama is well supported by the super 250-seat Hockney theatre. It’s modern, professionally equipped and a great place for all to learn as well as perform. Shows such as The Addams Family, Little Shop of Horrors, My Fair Lady and Grease alternate with plays.

We were impressed with the number of extracurricular clubs, many of which have a strong focus on enhancing learning. They include cyber centurion (cyber security), Lego robotics, Japanese club, business society and mock trial (leading to holding a mock trial in an actual law court), LGBT plus. Even more impressive, there is no additional charge for any activity other than individual music lessons. Pupils also give time to fundraising for charities such as Mary’s Meals, Sport for All and Interact.

All the trips and visits you would expect. Pupils said there was so much they found it hard to choose from the competing demands of sports fixtures, music events, combined cadets, Duke of Edinburgh as well as the big overseas trips, skiing, the battlefields, South Africa, Pompeii and Germany. Financial support is available for those on assisted places.

Sport

BGS has a very strong sporting reputation and a number of pupils compete at national and international level; triathletes Alistair and Jonny Brownlee are former pupils. School is determined not to be elitist and fields several teams in different sports with the emphasis on participation for all rather than just the best. This mostly seems to work although we did hear several grumbles that it isn’t the case in all sports. Indoor and outdoor facilities are very good. There’s a 25-metre pool open to pupils before and after school, modern sports barn and sports hall creating super indoor facilities for all the usual sports as well as hockey training and cricket nets. School also provides specialist coaches in a number of sports including tennis, rowing, netball, rugby, hockey, swimming, cricket and athletics. There are options for girls and boys to play all sports except netball and rugby. For those who aren’t so keen there’s plenty of encouragement to stay physically fit.

Ethos and heritage

Bradford Grammar can trace its history back to 1548. It received a royal charter from Charles II in 1662 and moved on to its present site in 1949. Formerly a direct grant school, when it became independent in 1975 the governors developed a very significant fund to continue to support pupils with assisted places and maintain a mission to advance social mobility. The main school building is impressive: oak panelling, marble war memorials, gilded honours boards and the imposing Price assembly hall. All reminiscent of northern town hall architecture harking back to an era of very formal, intimidating grammar school education. However, skilful design marries the new to the old, maintaining traditions but providing 21st century facilities. Interiors are immaculate, comfortable, welcoming and more than fit for purpose. There’s a very smart uniform of blazers, ties for boys, skirts or trousers allowed and all worn with obvious pride. Sixth form are all business smart (very) with a nice touch of ‘funky shirt’ Friday which certainly brightens things up. Plenty of illustrious alumni in addition to David Hockney: composer Frederick Delius, politician Dennis Healey, entrepreneur Ken Morrison, international track and marathon runners Richard Nerurkar and Emile Cairess, Olympic swimming gold medallist Adrian Moorhouse, cyclist Abbie Mae Parkinson and actor Georgie Henley.

Pastoral care, inclusivity and discipline

It felt to us that this is a school getting pastoral care right. One parent told us, ‘BGS is homely and nurturing from the head down to the grounds staff, they know our kids well.’ Heads of year, a strong team of form tutors and two school nurses provide a co-ordinated approach to pupils well-being. There’s a strong emphasis on good behaviour, courtesy, respect and kindness but nothing feels heavy handed. The pupils said, ‘Everyone here wants to get it right.’ Head has clear bottom lines and pupils are asked to leave if necessary, but this is rare. We quizzed the pupils about bullying, ‘It doesn’t go unnoticed, there’s always someone we can talk to and it gets sorted,’ they told us. Senior students are also trained as mental health ambassadors and provide good support for younger pupils; they lead on assemblies and the ‘hello yellow’ mental health awareness day. Form groups and also teaching groups in everything except maths which is setted from year 9, are changed at the end of years 7, 8, 9 and 10. Pupils like this and said, ‘We get to choose who we learn with when we go to new forms’.

An 80-minute lunch break allows plenty of time to eat and take part in the co-curricular programme (especially good for those who need to catch trains after school). Food here is good, with timed slots for the dining room; even those on the last sitting felt they got a fair choice.

The library is cleverly connected to the old and newer buildings by the beautiful glazed 'learning link'. Here pupils can be inspired by displays about alumni achievements and it's also the venue for daily games clubs run by the senior prefects specifically for pupils who need support with their socialisation. ‘The learning link is a nice positive place to be with your friends and there’s stuff on the walls about famous people who came here.’ Children feel included and at home, ’At my old school I often felt I wasn’t part of things, here you’re never going to feel excluded and you are always recognised for what you do.’

Pupils and parents

A mixed demographic, lots of four-wheel drives in the car park but a reasonable number of cars that have seen better days and anecdotal tales of families making significant sacrifices and holding down multiple jobs to afford the fees. ‘It's not snooty at all,’ said one parent. Those we spoke to were a very contented bunch, ‘They keep the children busy from dawn ’til dusk, there’s no time for playing on phones they are having too much fun doing very purposeful things.’ ‘When you drop off in the morning you can see them rushing in with hockey sticks, tennis rackets, they do it all.’ The head speaks of the school being based on ‘northern grit’ and parents echo this, ‘Everyone you speak to is so honest, no faff or sales pitch, no huge PR department, they’ve just got their priorities right.’

The school has a very wide catchment across West and North Yorkshire and even into darkest Lancashire. It's only minutes from Frizinghall station and many pupils travel up to 25 miles by train (often passing other well-known schools en route). Parents like the independence this develops. One told us, ‘We chose BGS because of the feel, it’s homely, there’s good chemistry and good interactions. I didn’t feel any of that when I went round other schools.’

Money matters

Assisted places are available for academically gifted new entrants to year 7 with a joint annual family income of under £70,000. New year 12 pupils can also apply for assisted places depending on family income if they achieve at least six GCSEs at grade 8 or 9. Northern Rail offers discounted train tickets to BGS pupils.

The last word

Bradford Grammar School is a selective northern independent with a long and illustrious history. Academic rigour? Absolutely, but that goes hand in hand with impressive sensitivity, lightness of touch, genuine love of learning and sense of fun. Great facilities, super staff and a genuine inclusive commitment to social mobility.

Special Education Needs

The Learning Strategies Department boasts a range of different resources to support SEND pupils in their learning, including supporting their academic understanding, concentration and organisation. Where possible, we will offer tailored one-to-one or small group interventions to support/supplement learning in lessons. Our school library is central to Bradford Grammar’s inclusivity, with passionate staff who offer learning support, including the running of spelling-focused and reading interventions. The key objective of the department is to support pupils to thrive within the academic environment of Bradford Grammar School. As our pupils grow, we wish to help them take responsibility for their own learning and develop their independence and agency for life beyond school.