Loughborough Grammar 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.

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What The Good Schools Guide says

Headmaster

Since 2023, Helen Foster. First female head in Loughborough Grammar school’s 500-year history. Head girl at Woodbridge School, playing hockey to a ‘high standard’, then Edinburgh University to study architecture and ‘play more hockey’. Realised – when interviewed by pupils during her studies – that, ‘annoyingly, my mother had been right, teaching was for me’. PGCE from Liverpool’s Hope University, cutting teeth at Cheadle Hulme School where she taught geography (and within week was coaching first team hockey), then Leicester High School. A hiatus from teaching to have children (two boys and a girl now in their 20s and teens – youngest at Oakham) saw her develop a role as Midlands careers advisor, returning to become boarding housemistress at Oakham School. Nine years later spotted ad for Loughborough Grammar and applied, ‘curious’ to know what it would be like to work at an all-boys school. Spent five years as deputy head of pastoral and discipline before taking headship after ‘disruptive period’ of short-term heads.

Decision to keep headmaster title (‘I just wear a skirt’) reflects no-nonsense attitude but she’s also ‘a mum’ and ‘nurturing’, we heard, reflected by the world map mural covering an entire wall of her office, dotted with markers of old boys’ travels (next to Lakeland terrier, Mabel’s bed). ‘It inspires us all,’ she says, adding that old boys come back for chat and afternoon tea in study or on-site home, with invitations also extended to ‘less known’ pupils, selected year groups, individuals, staff, support workers and parents.

As headmaster she is striving for higher academic excellence (specifically to raise GCSEs to 30 per cent 9s) and to ‘build and develop boys’ relationships, interpersonal skills and self-knowledge’, as well as to create a ‘fun school experience’. Determined to ‘carry on winning at sport while making sure everyone can compete’ and ‘continue high standard of music’. Boys and staff credit her with successful academic and pastoral initiatives, eg personal development programme and Great Men initiative. She champions a single-sex environment, believing boys can be ‘their true selves in their own space’ – and asserts that the Loughborough Schools Foundation, of which Loughborough Grammar is part, offers ‘best of both’. Not currently teaching but would like to (How will she find the time? She’s also head of boarding).

Pupils say she’s ‘very nice’, with parents unanimously viewing her appointment as a ‘refreshing change’. They are ‘excited to have female head in a boys’ school’, appreciating her ‘empathetic approach’ and ‘an overdue shift in pastoral culture’.

Entrance

Small year 6 entry, ‘something of a unique offering’, mainly for state school pupils (six in 2023, a more ‘usual’ 14 in 2022). ‘Bridges gap and creates familiarity’ before main year 7 entry when they are joined by those coming up from Fairfield Prep (who make up a quarter of the current 92 places, capacity 100) and the rest from local state primaries. Around 25 join at sixth form, with 30 points required across best five GCSEs, minimum grade 5 in English language and maths (most far exceed).

Standards high, regardless of entry point, with all sitting age-appropriate English and maths assessment, plus report and reference from prior school and interview with headmaster or deputy head academic. Overseas applicants also undergo English assessment with EAL coordinator, and sixth formers require minimum B2 on Common European Framework of Reference for Languages (CEFR).

Exit

Between 25 and 30 per cent leave at the end of year 11, mostly to mixed colleges in the town. Virtually all go to university. Durham, King’s College London, Lancaster, Newcastle, Birmingham, Manchester, Nottingham and Sheffield currently popular. Six to Oxbridge and 11 medics in 2023. Odd ones overseas – four in 2023 to Nicosia Medical School, University of Queensland, Hong Kong University and University of Thammaset in Thailand. Many engineers – ‘It’s in the genes,’ says school.

Latest results

In 2023, 59 per cent 9-7 at GCSE; 47 per cent A*/A at A level (74 per cent A*-B). In 2019 (the last pre-pandemic results), 60 per cent 9-7 at GCSE; 48 per cent A*/A at A level (74 per cent A*-B).

Teaching and learning

‘Teachers go the extra mile’, parents tell us, with school putting ‘excellent teaching above strong facilities in terms of school selling points’. Pupils say they are ‘passionate about their subjects’ and ‘incredibly intelligent and academic’. We clocked that both are relaxed and affable in each other’s company – boys happy to chip in with the odd cheeky comment during lessons or ‘haloo’ teachers as they pass. ‘Hi, sir,’ called one as we toured school, ‘how did rugby go?’ Feigning no formality on our behalf, ‘sir’ responded enthusiastically, ‘We nailed it!’ In smart, well provisioned science lab, a biology master flicked through an immaculate GCSE book filled with exemplary work. ‘Lucky he didn’t look at your book!’ one confident scientist hollered to another. ‘Aah, would you like to show us your exercise book?’ the teacher quipped – to an explosion of laughter.

This is a big school, but with small classes (maximum 18 pupils across five classes in year 7, rising to 10 classes in sixth form with average 10 per class). Specialist teaching from year 7, setting in maths only. Lunchtime clinics ensure no-one falls behind. STEM ‘really strong with excellent results’, according to parents. Separate blocks for individual sciences and maths, each with at least six well provisioned labs. Co-curricular projects enhance classroom learning with bronze, silver and gold Crest awards.

No combined science available at GCSE, and all pupils take minimum of one language out of Spanish, German and French – Latin option throughout. Further opportunities shoehorned into lunchtime clubs or enrichment, eg ancient Greek, ancient Hebrew.

Majority study three A levels from 29 options. Chemistry, biology, physics, maths are most popular and garner top results. Some co-ed across the foundation, eg food and nutrition, drama, art, psychology, music, music tech. About half study EPQ.

Learning support and SEN

Located in the heart of the school campus, the learning support department is run by two full-time and two part-time staff (plus Waffle the department dog, available for cuddles and dog walking). Four dedicated classrooms assist the 13 per cent of students on the SEN register (further two per cent also benefit from support). Everything from spellings to timetabled sessions, group or individual – all at no additional cost. Initial concern at son dropping subject for sessions was allayed for a parent: ‘It has made all the difference.’ Head of department holds SENDCo qualification, and there is one maths specialist. Currently no EHCPs (but they are experienced enough to take them). Entry screenings for all pupils, plus monitoring and liaison with staff, matron, counsellors and housemasters. Referral system for concerned staff. Team regularly work alongside occupational therapists, autism outreach, educational psychologists etc. Outreach with local primaries eases transitions. Trips with parents to build support network, eg Autism Show at NEC. During exams, chemistry block taken over by department for dedicated exam space, rest breaks, ‘speech to text’ exams, extra time, lap top usage etc. Department hosts afternoon teas for pupils and parents to share experiences. Every three years, school has an accessibility audit via external company to advise on adjustments.

Most parents praise the department, appreciating regular contact, although a couple confessed it could be a little ‘hit and miss’, with parental ‘prompting’ occasionally needed. One parent delighted at son’s growing confidence: ‘He enjoys working at the hub and having supervision to assist revision.’ An unabashed sixth former credits department as ‘changing my life’, taking him from potential D grades to a number of A’s at GSCE.

Students up to A level can drop a subject for EAL sessions run by dedicated full-time member of staff – in groups or individually according to need, at no extra charge. Prep for Cambridge English exams and IELTS exams.

School not wholly wheelchair accessible, but room reassignment ‘easy to implement’ – and they have previously supported a visually impaired student.

The arts and extracurricular

‘If music is your milieu it is all here for the taking,’ said a parent. Several pupils said they applied because of all-Steinway department’s reputation. Majestic block, shared by the foundation schools, has real buzz, with rehearsal rooms and studios awash with lunchtime practices on our visit. Over 50 ensembles, choral or extracurricular groups, enhanced programmes, lectures, workshops. Peripatetic teachers report to parents after lessons via portal. Parental awe at standard of performances and level of attainment. ‘Children are really engaged and love the teachers,’ said one, telling how her ‘non-musical child’ had been inspired to take up an instrument by the ‘welcoming approach’. ‘They can really excel or use department to help unwind or have fun.’ Highlight is summer al fresco concert. Music and music tech A levels on offer, with the usual small numbers you’d get at most schools.

Students take reins in co-ed drama department, guided by two full-time staff. We stumbled upon a GCSE group choreographing passages from Orwell’s 1984 in the atmospheric studio (retractable seating for 186), while pupils flashed multicoloured lighting from the gallery and uploaded sound effects recorded in grounds. No whole-school performances, but annual Christmas panto involves all year 7s – Jack and the Beanstalk at our visit, which they described as ‘fun’ – plus upper and lower school productions (recently Les Misérables, ‘unbelievably good’). New Directors lunchtime club popular, as is house drama and theatre trips. Decent numbers at GCSE and usually double figures at A level. Approx 10 per cent take LAMDA in lower school.

A gallery bursting with pupil talent dominates the entrance to the art block, where there are four large, airy studios packed with more outstanding work. Similar take-up to drama at GCSE and A level. ‘Inspirational teaching and studios’ not just for uber-talented, a parent said. ‘My son had never done any art, but now brings home tie dye, portraits, models and is getting involved in history of art.’ Dedicated head of DT supports self-driven initiatives, using the school’s impressive facilities and workshops (timber, metal, plastics, laser cutters, computer suites). We viewed the meticulously engineered drawings of an A level pupil – recently entered into Greenpower National Challenge. Our tour guides were bursting to recant how they delighted a visiting classics speaker by suggesting he convert his 3D image of an ancient Greek epitaph into an artefact using school’s 3D printer.

Thursday afternoon curriculum is collapsed for years 10 to 13, with options including Prue Leith cookery course, TEFL, sign language, DofE (bronze mandatory in lower years, over 70 take silver and 30 gold). Sixth form professional development programme gives boys ‘skills to stand out at interview and in workplace’ (professional qualifications, work experience, academic enrichment, volunteering, lectures, leadership workshops). Over 300 pupils across foundation make up one of the largest CCF contingents outside London. Our tour guide lit up (and we could barely believe it) when he told us of his loop the loop in an RAF fighter plane.

Over 100 clubs. We loved the sound of the drone and Rubik’s cube ones, both set up by boys. We were presented with a jar of honey at bee club, and were met by African snails, scorpions, snakes at beast club – mercifully kept behind glass on our visit (one boy divulged that pupils take reptiles home for the holidays – he takes the snake; we hope he warns his parents first). Shooting club recently achieved gold at national finals. Lots of trips across all disciplines, local and far flung. Healthy competition across four houses, large noticeboard daubed with pen denoting latest successes.

Sport

Female head of sport runs department spanning foundation, alongside professional sports men and women. Keen to promote breadth of options (eg basketball, football, badminton) in addition to strong representation in rugby, hockey, cricket and athletics. Excellent coaching, with fixtures on Saturdays including against Bablake, Oakham, Solihull, Nottingham High and Bishop Vesey. Some playing fields on site (hockey Astros, cricket) with main 70-acre Quorn site five minutes away by coach. School ‘play to win and for fun’, a year 7 told us. Swimming pool and impressive fitness suite busy dawn till dusk with training for professional pathways, lessons, clubs. Modern pentathlon success for award-winning team (founded by pupils after inspiring visitor). Sport encouraged ‘at all levels’. They go ‘above and beyond’ in supporting pupils in academies or representation, with one parent happy that her son raves about ‘inter-form fun football every Tuesday and kick-arounds with friends at lunchtimes’.

Boarders

Long tradition of international boarding (most year 9 upwards), currently with 45-ish pupils across two houses (Denton and School), with capacity for 74, predominantly international – mainly Hong Kong and China but also Bulgaria, Zimbabwe, Middle East. Cultural programme includes key tourist attractions at weekends and visiting other ‘like-minded’ boarders at eg Warwick School, for competitions in basketball and chess etc. Flexi boarding on offer – no uptake as yet.

Each house has homely common room (PS5, TV, pool, table tennis) and kitchens for preparing snacks and hot drinks, plus spacious gardens for relaxing. Slightly soulless but roomy four-person dorms (twin for sixth form). Boarders enjoy accessing gym and facilities during evenings and weekends or visit town (with age appropriate restrictions – pubs vetoed but no-one seems to mind). ‘There’s really good integration’ with boarders, a parent said. ‘My son frequently pops into a boarding house to visit.’

Ethos and heritage

Established in 1495, Loughborough Grammar school dominates the Loughborough Schools Foundation campus, its majestic tower flanked by striking Victorian brick buildings, embracing a lawned quad. Opposite, a myriad school buildings and purpose-built faculty blocks sprawl in every direction. Shared facilities for music and Parkin Sports Centre sit to one side, intersected by Astros and playing fields. Refurbishment of tower into shared sixth form space imminent but not all are fans: ‘It’s good to have our own lads’ area but there are masses of those and each year has own playground space.’ Parents see ‘huge advantage’ in having ‘a school for everyone on one site’. Boys mix with other foundation pupils during clubs, breakfasts, drama, music, and socials (eg film nights and much anticipated Snow Ball).

Library is lofty and timber beamed. Years 7 to 9 receive reading passports with points values and certificates to incentivise. Individual study, ‘quiet space’ in lunchtimes or homework hub until 5.30pm without charge. Small careers department adjacent offers ‘enormous support and advice’. One sixth former pleased that online chat with an old boy for career advice was ‘invaluable’.

Dining hall (large, light and bright with round tables seating eight) emits low-level hum of conversation. Several ‘stations’ offer a choice of hot meals, paninis, baked potatoes, salads – all dietary requirements catered for. ‘Roast Wednesday’ on our visit – lots of plates piled high, followed by finger-licking flapjack.

Pastoral care, inclusivity and discipline

All boys are given the ‘opportunity, space and security to be their own type of man – clever, sporty or arty’, a parent reflected. Many feel the current headmaster has ‘developed this apace’, including by instigating the Great Men initiative where ‘masculinity and resilience’ are explored, with discussion, role models and speakers. ‘Everything is done to help boys be and do their best,’ said one parent, referencing the school day structure: extended mornings with a break (‘to stock up on paninis, pizza and substantial snacks’), long lunch (one and a half hours – ‘to eat, play and do clubs’) before a shorter afternoon. ‘It works.’ There’s access to a full-time counsellor on site via online appointment booking system, plus matron and medical centre. School say they have ‘really successful’ experiences with pupils exploring gender identity – ‘everyone accepting – not a ripple’.

Senior boys tell us there are loads of leadership opportunities and proudly explain roles and responsibilities (senior prefects, lunchtime tutoring of younger year groups, heading up CCF, clubs, houses all voted for by peers and teachers).

Low-level misdemeanours dealt with via a chat with teachers rather than meting out punishments (though essays and detentions not unheard of). Students say school culture has changed a lot ‘mainly due to current headmaster’, that ‘pupils have respect for each other and school property’ and are proud that ‘our example is being passed down’ to younger years. Parents happy school ‘puts a pin in any issues straight away’. Many would like to see an end to mixed economy of online and face-to-face parents’ evenings. One concerned as hadn’t had face-to-face on progress for three years (son about to do GCSEs).

Pupils and parents

Relaxed pupils stride happily around campus in chatty groups. We were impressed at their level of engagement – happy to both talk and listen. Many ‘love it here’, don’t feel academic pressure and believe ‘everyone can find something to be good at’. Community is ‘eclectic mic of ethnicities and cultures’. Absence of school badge makes smart charcoal grey trouser and blazer combo look more like a young professional’s suit.

Parents a down-to-earth mix of professionals, medics, academics, farming – lots are old boys. ‘We aren’t landowners or wealthy entrepreneurs – mostly both parents who work hard to give the boys this opportunity.’ Usual WhatsApp groups and PA for fundraising and events. Confusing ‘scattergun’ communication has improved ‘beyond measure’ under new headship.

‘Excellent’ private bus system – although some pupils complain it takes too long to circumnavigate, calling for more routes. Parents crave additional buses after evening activities. Most families live within a 40-minute radius.

Money matters

Years 7 and 12 can apply for alumni-funded bursaries and financial scholarships. School unable to provide exact number or confirm financial contribution as it changes year on year. Bespoke music and sport pathways in years 7, 9 and 12 to structure and challenge – no financial assistance.

The last word

Down to earth yet shooting for the stars, Loughborough Grammar School provides a genuinely inclusive approach to education, blending academics, sports and arts with a carefully considered pastoral and enrichment programme – equipping its young men to venture confidently into the modern world. These smart, self-assured yet humble young men know only too well how lucky they are.

Special Education Needs

We are currently able to offer limited support for pupils with special educational needs but are not able to offer any specialist teaching. The progress of pupils with special educational needs is carefully monitored. 10-09