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Rugby has a tradition of innovation – it was, for instance, the first school in the country to teach science as part of the school curriculum in the 1850s – and this continues apace. Pupils like being based in a town, close to shops and cafés. One told us: ‘You get a sense of the real world. We aren’t in a bubble.’ Each boarding house has up to 60 pupils and the furthest is no more is than a ten-minute walk from…

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What the school says...

There is a strong and genuine sense that this is a school of obligation, not privilege. A great education is so much more than a focus on academic excellence – children need resilience to face the challenges our fast-changing world throws at them. Rugby children aren’t afraid to fail, we teach them how to recover, to move on, to make the very best of all the skills they have.

Excellence is celebrated here, but nobody is ever on the bench, every student is equally important – a good illustration is our 33 hockey teams, everyone is included.

Our mantra is ‘The Whole Person is the Whole Point’. Yes our pupils are achieving the best academic results in the School's history, but that is just one part of the whole story.

It’s an exciting time, our 3Rs: restlessness, reflection and rigour are shared by our staff and pupils, we have a team united in their desire for growth and development. The momentum is palpable.

Come and see us, let us show you why Rugby is different and why we are seen as the leading co-educational boarding school in the country.

Gareth Parker-Jones and Peter Green
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Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.






What The Good Schools Guide says


Since 2014, Peter Green MA PGCE (early 50s), previously head of Ardingly. Educated at St Joseph’s College, Dumfries, then University of Edinburgh, where he read geography. Although he comes from a family of lawyers and judges he always wanted to be a teacher. Studied for Cert Ed in religious studies and PGCE at St Andrew’s Foundation for Catholic Teacher Education (now part of the University of Glasgow). First job was at an inner-city comprehensive in the Gorbals. He taught at St Olave’s Grammar in Orpington and then Strathallan before moving to Uppingham, where he was head of geography, a housemaster and introduced all-rounder scholarships. Spent five years as lay second master of Ampleforth, followed by seven years as head of Ardingly College, where numbers rose by a quarter under his watch.


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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

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Special Education Needs

Rugby is committed to the full development of the talents of its pupils, regarding learning disabilities more as challenges than obstacles. Provision is made on small group or one-to-one basis for those requiring it, and a qualified and experienced department is on hand to respond flexibly to a variety of special educational needs.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

Who came from where

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