Felsted School A GSG School

Curricula

International Baccalaureate: diploma - the diploma is the familiar A-level equivalent.

School associations

Round Square - a network of 40 schools worldwide that share ideals such as internationalism, adventure and service.

Sports

Polo

Equestrian centre or equestrian team - school has own equestrian centre or an equestrian team.

Shooting

What The Good Schools Guide says

Headmaster

Since 2015, Chris Townsend BA (Oxon) PGCE. Previously deputy head. Read classics at Oxford and, having also won three cricketing blues, had potential for a professional career in sport – ‘it was tempting, but I had already enjoyed playing top class cricket and was discovering the pleasure of teaching’. His first post at Dean Close (his old school) quickly led to his becoming a housemaster, which was followed by a stint at Stowe as head of boarding before joining Felsted as deputy head in 2010.

His appointment as head was greeted with wild rejoicings from both staff and pupils – they, and parents, speak highly of his approachable manner: ‘No airs and graces, he knows who we all are and greets the children by name.’ ‘Not at all aloof, he doesn’t hide away and just come out for the big occasions – he is around the school and often at games fixtures.’ He is a good listener and this means people feel able to tell him things. He is sensitive to diversity too and recently set up a committee for diversity and inclusiveness, more of which later. He believes Felsted offers an education with breadth and the opportunity to discover and develop a range of interests – ‘We aren’t just in it for the A*s, good as they are.’ He thinks parents are looking for a school where their child will be ‘happy, of course, but will have their abilities discovered and fostered’. He admires the entrepreneurial ‘giving things a go’ spirit and thinks school should be a place that encourages pupils to take chances. ‘Success in life will depend on more than a string of exam passes.’

His wife Melanie teaches in a local school and they live on the site with their children, one a former pupil and the other currently at the school. ‘Walking the dogs’ (two red setters) is his main relaxation in term time, plus reading. He keeps up with professional writings, enjoys history and biography. Continues to play cricket and other sport. Very at ease with himself and his role as headmaster.

Entrance

A hundred pupils, split into four classes, enter year 9. Roughly 70 per cent come up from the prep school (having been assessed and tested in preceding two years), with remainder coming largely from neighbouring preps including Holmwood House, Heathmount, Orwell Park and Edge Grove. Close relationships with feeder preps are maintained and there is no encouragement to ‘jump ship’ before year 8 if pupils are happy and working well.

Not overly selective; a 50 per cent pass mark in Common Entrance although most now do pre-testing to provide assured places anywhere from year 6 to year 8. Tests are in maths, English and verbal reasoning. All pupils are interviewed. The same process applies for entrants in the higher forms (where places are available). At 16+ another 40 students are admitted and they must have achieved 32 points in total across their best six subjects, with a grade 6 in the subjects they wish to take at A level or IB (at Higher Level). If English is not the first language, a prospective pupil will be assessed by EAL staff to be sure they have a sufficient grasp of the language to follow courses, though extra support is on offer.

Exit

Around 15 per cent leave after GCSEs, with another 30 joining. After A levels/IB, over 85 per cent leave for university, over 50 per cent to Russell group. Exeter, Bath, Loughborough and Leeds all popular and an increasing number overseas – eight in 2023 to Canada, Spain and Germany, plus AUP Paris and University of St Gallen Switzerland. Three to Oxbridge in 2023, and one medic. Subjects studied weighted towards business, marketing, politics and international relations, plus a few drama and music courses each year.

Latest results

In 2023, 40 per cent 9-7 at GCSE; 33 per cent A*/A at A level (63 per cent A*-B). Average of 36 points at IB. In 2019 (the last pre-pandemic results), 47 per cent 9-7 at GCSE; 27 per cent A*/A at A level (55 per cent A*-B).

Teaching and learning

Without being highly selective, and despite the lure of local grammar schools, pupils do very well in exams with a solid cohort getting top grades across the board at GCSE and A level. Results in English, maths, history, and all three sciences stand out at GCSE, with languages and the creative subjects (especially drama, music and DT) also doing well. At A level, there is a high take up for economics, politics and psychology and results in these subjects are particularly good. Maths, further maths, history and languages all popular too. The IB runs alongside and is taken by roughly a third of pupils. ‘Two of mine opted for the IB and one for A levels. It is great that both options were possible in the same school,’ said a parent.

Spanish is the core language taught from year 9, with French, German and Latin all available as options from year 10 and other languages possible for IB if self-taught (Mandarin, Russian and Italian all recent examples). School believes the presence of international students (many from European countries) has a positive influence on the study of modern languages and parents also praise the number of native-speaking language teachers.

Small class sizes – between 15 and 20 up to GCSE, close to 10 in sixth form. Setting from year 9 in maths, English, sciences and languages; pupils are regularly assessed and can be moved, though ‘my daughter chose to remain where she was and not move up as she liked her teacher and was confident in that set,’ said one parent. Being in a set for certain core subjects leads to groupings for other subjects, such as history. Pupils say this does not mean ‘you are labelled and lumped with the same people’, but one wonders. Subject staff are all involved pastorally and know pupils well – ‘They are a really committed and able bunch,’ say parents. The move to online teaching during the pandemic speeded up digital teaching methods already underway and now, ‘we have incorporated so much that we learnt during that time into our regular classroom practice,’ says school. It helps in tailoring personal work programmes and sometimes means pupils can ask for help without drawing attention to themselves. Homework can be tailored to take account of where pupils are, including further extension work for the most able.

Constant opportunities to study beyond the main curriculum are offered via the enrichment programme, formalised through the Felsted diploma project in year 10 and the EPQ in sixth form. The Roberts Society (years 9-11) and the Andrew Society (sixth form) are intended to provide those holding scholarships, or who express a particular interest, with further opportunities through lectures and discussions to foster intellectual and cultural development. The Felsted diploma is a school award that formalises the principles of the Round Square IDEALS (Internationalism, Democracy, Environmentalism, Adventure, Leadership and Service) and those who wish to can submit their work for an external Cresta award.

Learning support and SEN

Many pupils receive help with various mild to moderate difficulties (mainly dyslexia, dyspraxia, ADHD, and those on the autism spectrum) at various times throughout the school. But ‘support for learning’ can be accessed by all pupils, many of whom simply need a bit of extra help in a subject at a particular stage, others with longer term needs. Help is offered on a one-to-one basis or in groups and there are drop-in sessions (open to all) for help with prep. There is no stigma – far from it, with one pupil telling us, ‘Few of us don’t need support or help to do our best at some point.’ A separate department specialises in EAL for the 20 per cent of pupils who need it, although pupils must have a reasonable grasp of English before admission otherwise a language school is suggested for initial learning. The school makes every effort to accommodate pupils and visitors with physical disabilities, though the many historic and listed buildings mean it is not necessarily straightforward.

The arts and extracurricular

Music, art and drama are given every chance to flourish, whether a pupil is gifted or not (plenty are). ‘They are all encouraged to give things a try,’ said a parent. Drama is taught to year 9, then it’s an option with plenty of takers for GCSE and through to A level. A small number qualify for drama school each year. There are regular school productions, a mixture of musicals and other plays (Goodnight Mr Tom a recent effort) geared to offering all ages opportunities. Pupils not wanting to tread the boards get a chance to learn and develop skills in stage management, costumes, special effects and make up – all vital parts of the production.

Participation in music is encouraged and the majority of pupils play at least one instrument, several more than one. Percussion is popular, including the marimba (something like a xylophone, with a rich, deep sound). Dame Evelyn Glennie gave one to the school after performing there and opening the new music school. Some outstanding musicians are selected for a place at the highly competitive junior Guildhall music courses (held on Saturdays in London) or for the National Youth Orchestra. Many are studying at grade 8 and beyond in readiness for professional study. Singing is popular throughout the school and there are a variety of choirs – some, such as the chapel choir, with an audition, others more relaxed. The chapel choir leads singing in the chapel and the ‘house shout’ competition is a popular event. There are regular musical evenings, many showcasing individual talent and overseas tours most years.

Art is taught in the old school laundry, which is well equipped with facilities for teaching in a variety of media. In addition to the GCSE /A level teaching, extracurricular opportunities include a weekly life drawing session. A good clutch leave each year to study art in a variety of disciplines including fine art and architecture.

The longer school day (8.15 – 6pm) allows time for over 50 clubs and societies to operate – Model United Nations, the academic societies, many charity projects, film clubs etc. Everyone does DofE up to bronze, with many going on to gold in the upper sixth. CCF popular throughout the school and this feeds into the Round Square promoting of IDEALS. There are links with charitable projects and enterprises in in Uganda and with Felsted’s own mission church of the Ascension in the Victoria docks, London.

Sport

Traditionally good at games ‘but not one-track minded’, as a parent put it. No sprints before a cold shower and breakfast, it leans far more towards developing talent and giving everyone a chance to enjoy team sports at some level. The range on offer is impressive with an extensive fixtures programme in all key sports including rugby, hockey (girls competing at national level), netball and cricket (girls recently in the national finals). There are partnerships with professional clubs, eg Saracens rugby and netball, Essex cricket and Blue Hornets hockey, with several pupil signings each year. There are a number of professional players among the staff. The 80-acre site includes 12 pitches, nine cricket squares, two floodlit AstroTurf fields, 10 hard courts, squash courts, gym, weight training and a swimming pool (in need of an update). Focus is on enjoying exercise and developing habits of fitness for life so lots to choose from including show jumping, polo, badminton and basketball. Running is encouraged and a recent marathon challenge, where teams of parents, pupils and OFs battled it out in a relay (beating Mo Farrah’s time) raised money for several charities. Parents are encouraged to support matches and several mentioned how important the contact was: ‘Apart from watching our children, it is a chance to have a casual word with staff and meet other parents.'

Boarders

The house structure is fundamental whether a pupil boards or not, but around 80 per cent do, mostly on a weekly or the popular three-nights-a-week basis (rather oddly known as ‘contemporary’ boarding). Full boarders are mostly international, though not exclusively. Many pupils start with the contemporary offer and increase to weekly over time, largely to spend more time with friends. There are two day and eight boarding houses (five for boys and five for girls) with separate houses for the upper sixth. This means their houses have more of a university feel with own rooms and greater freedom. Heads of the main houses are drawn from the lower sixth – ‘They have the chance of leadership before their final year,’ said a housemaster who thinks the presence of senior pupils in the houses contributes to the family atmosphere and good interaction between the years. Most bedrooms are three and four bedded, with some singles for older pupils. House styles vary from the ’60s building that needs (and is getting) refurbishing to the very well designed, open-plan new girls’ house – but all are well maintained and comfortable with common rooms and kitchen areas for the ubiquitous toast. Food is good – snacks of fruit and sandwiches are freely available at break times. House parents live on site with their families, together with matrons and other house staff. Pupils register in the house at 8.15am each day, a chance for notices and reminders to be given out by house staff before everyone goes off to lessons.

Ethos and heritage

Founded in 1564 during the reign of Elizabeth I by a local boy, Richard Riche (later Lord Riche), who rose in service at the courts of the various Tudor monarchs to be Lord Chancellor. He was a wily operator, patronised first by Thomas Cromwell (beheaded by Henry VIII) but he survived those politically turbulent times and Elizabeth rewarded him. The school he founded at Felsted (the original Guildhall is still in use) expanded and flourished and in the 17th century even had the distinction of educating all the three sons of The Other Cromwell, Oliver. Plenty of history to relish but, like its founder, Felsted has adapted and embraced change: ‘They are not into maintaining pretentious traditions for the sake of it,’ said a parent ,‘it’s definitely forward looking.’

The school buildings, set in extensive grounds in a charming Essex village, vary from the listed historic buildings through to the new builds of the 21st century, some more distinctive than others but all well maintained and positioned in a pleasing way around the vast green playing fields. The most recent additions include the music department, the sixth form centre and a girls’ house, Follyfield, but others are in the pipeline (including a sixth form boarding house and an academic learning centre). Parents say, ‘We didn’t choose it for being camera ready, it is not a “shiny” school. It could do with a spruce up here and there but then we didn’t make our choice on the basis of the facilities.’ Lots of outside spaces to gather and socialise and the coffee shop, which is open to all but only sixth formers allowed to work there. The quality of the food ‘is pretty good – lots of choice,’ say pupils. Lunch is the main meal and for lots of boarders the cooked breakfast is king: ’I get up and go over to the dining hall even when I could just make toast in the house.’

The school is a Christian foundation (CofE) and there is a school chaplain on the staff, with the chapel at the centre of the school. Pupils attend weekly worship (‘We enjoy singing hymns!’), but religious affiliation is not a requirement. ‘We are not a religious family but our children have all loved the chapel and the part it plays in school life. It brings everyone together.’ One parent recalled the recent animal service, ‘with everything from a snake to a horse’. The school is one of only two remaining public schools to retain a mission church in London’s East End and charitable enterprises here and abroad are woven into school life. ‘They do realise that not everyone is as fortunate as they are. Life should be about putting something back,’ said a parent. Here is a school with the hum of purposeful, happy pupils. ‘No one is left to manage by themselves,’ a pupil said, and parents agree. The school’s USP is that staff really know the children.

Notable OFs include General Lord (Richard) Dannatt, formerly chief of the defence staff, a number of England cricketers and, in 2020, the school's first England rugby player.

Pastoral care, inclusivity and discipline

House staff deal with day-to-day issues, looking out for homesickness (boarders) and friendship difficulties, and they are the point of contact for parents with worries. It is a school that expects a high standard of behaviour, with the emphasis on courtesy and taking responsibility for one’s actions, and parents support this. Uniform is expected to be smartly worn and pupils accept the fairness of expectations: ‘We like knowing where we are.’ Pupils carry cards for the recording of any minor misdemeanours; persistent low-level misbehaviour gets noticed and consequences follow including detentions and temporary exclusions (about 20 a year). Drugs and alcohol miscreants are dealt with firmly and random testing is occasionally employed if the school has reason (‘more likely because of a weekend party than something in school,’ say parents). No big problems. Parents say it is a happy school, a real community. ‘They help raise emotionally intelligent young people – there is a lot of talk.’ The new wellbeing centre, a tranquil space with subdued lighting, is permanently staffed by professional, dedicated staff and is a well-used facility. Staff offer one-to-one consultations (pupils refer themselves) and group sessions, including relaxation classes. It is seen as important that the centre is not part of the medical provision. With the house staff and school chaplain, there is a choice of help and support.

Particular care is taken to help international students settle and find friends. An equality and diversity committee has been set up, tasked with finding out feelings within the school in the light of the Black Lives Matter movement as well as in connection with LGBTQ and gender issues. Bearing in mind the demographic of East Anglia, which the school reflects, the head spoke of the school’s awareness of the need for a diverse staff. ‘Pupils need role models,’ said the head and there is a drive to ensure that recruitment procedures draw from as wide a group as possible. ‘It is easy to return to the same pool of eligibles again and again. We need to look beyond the predictable.’

Pupils and parents

The zeitgeist is doing rather than being, and the school attracts parents with an entrepreneurial spirit and high aspirations for their children. Pupils themselves are ambitious learners and ‘have a good idea where they are going,’ says head. Most families live within a two hour drive, less in most cases, with increasing numbers from London. The close proximity of Stansted airport is an inducement for international students, from over 30 countries but mainly from Europe.

Money matters

Academic, music, sport, art, design and technology, drama and all-rounder scholarships offering up to 20 per cent off fees are available at 13+ and 16+. There are some assisted places up to 100 per cent on a means-tested basis for pupils who would really benefit and make the most of a place at Felsted.

The last word

This is a school with an atmosphere conducive to successful learning. The high academic standards reached by many pupils are not achieved at the expense of a broad education, with plenty of time to develop sporting, and cultural interests and friendships. Exceptional leadership from a head who believes ‘a successful school career should be a happy one’. Perhaps not ideal for the determinedly un-sporty, but hard to think who would not thrive here. Lucky pupils.

Special Education Needs

The ambition of the Learning Support Department is to support and to develop pupils' learning so that they can achieve their full potential within the curriculum. This will be achieved mainly through one to one and small group work with some assistance in individual lessons. Pupils' difficulties will vary and so the level and nature of support given will reflect this. Pupils who are dyslexic or have a specific learning difficulty will follow specially devised courses in order to meet their particular needs. Pupils are screened for learning difficulties and a register is kept up to date to ensure that teaching staff are aware of the needs of the pupils they are teaching. Individual Education Plans are produced to assist pupils. When appropriate, assessment occurs so that pupils can qualify for extra time in public exams if deemed necessary. It is hoped that pupils will increasingly take responsibility for their learning and make use of the support this department offers as and when they require it.