St Albans School A GSG School

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What The Good Schools Guide says

Headteacher

Since 2014, Jonathan Gillespie. Previously head of Lancing College for eight years and has also taught at Highgate and Fettes College. Degree in modern and medieval languages plus PGCE, both from Cambridge. Purposeful, traditional of aura and heart clearly still in it despite his retirement having been announced at the time of our visit. His legacy? ‘Wellbeing is our most important priority,’ he says, ‘exam results are a byproduct of what we do’. Parents second this wholeheartedly, describing school’s pastoral system as ‘exceptional’, adding that if the school itself makes a mistake ‘it owns it and apologises’. Parents of pupils who have moved from other schools, especially for sixth form, say the difference in pastoral approach is stark and formerly unhappy or anxious pupils thrive when they land here. Head says school ‘looks after individuals’, and to this end spearheaded mental health first aid training for over 80 staff members, including support staff.

Styles himself as a ‘genuine leader’, comfortable to express his own doubts and concerns and isn’t afraid to shake things up a bit, eg he replaced deputy head academic role with a teaching and learning specialist who introduced ‘split screen teaching’ approach, focusing not just on content learning but also on acquisition of learning and employability skills, ‘to prepare young people for portfolio careers’.

From September 2024, Joe Silvester, currently headmaster of Wetherby Senior School in London. Previously deputy head (academic) at Bancroft’s School and before that, assistant head at City of London School. He has experience as a governor and has worked in maintained and independent schools. Married with two young children, he's a keen touring cyclist and golfer in his spare time.

Entrance

Academically selective, although marginally less so than some of its competitors. Oversubscribed with approximately three applicants per place. Main entry points are 11+, 12+ and 13+ and boys can try at more than one of these if they are not quite ready on the first attempt. Admissions model is flexible to accommodate as many – or as few – boys that make the grade; school is able to expand to a seven-form year group if necessary.

At 11+, 12+ and 13+ bespoke online tests plus interview. Parents told us that ‘you have to be tutored to get in,’ which we understood simply to mean that most boys are, although school is clear that it doesn’t ‘expect or recommend’ this.

At 16+, admissions are ‘not gender specific’ although the 30-50 places are mainly snapped up by girls from a variety of single-sex – and occasionally co-ed – schools in the area, usually a quarter from STAHS. A few boys from the state sector, often a second child whose parents haven’t been satisfied with the offering for their eldest. Grade 7s at GCSE required for subjects to be studied at A level (grade 8 if taking maths A level) and grade 6+ in English language and maths. No formal exam day, but an academic report from current school and interview in autumn term or January onwards of year 11.

Exit

Twenty per cent left after GCSEs in 2023; the five-year average is 13 per cent. Around 80 per cent of those who stay to Russell Group universities. Warwick top destination, then Bristol, Durham and Leeds, with popular subjects of the heavyweight variety: economics, engineering, history, law, maths and the sciences. Regular success with medicine and veterinary science (seven in 2023). ‘A couple of lean years’ with Oxbridge success at the time of our visit, but three went in 2023 plus two to US (Boston and Kutzdown University of Pennsylvania) and it reported ‘a good handful’ to the dreaming spires most years. One or two degree apprenticeships to eg Dyson and JP Morgan.

Latest results

In 2023, 81 per cent 9-7 at GCSE; 59 per cent A*/A at A level (85 per cent A*-B). In 2019 (the last pre-pandemic results), 81 per cent 9-7 at GCSE; 59 per cent A*/A at A level (82 per cent A*-B).

Teaching and learning

Consistently sits in the upper echelons of GCSE league tables nationally. As a local(ish) academic option, school hovers unselfconsciously well below Haberdashers’ and a little below Merchant Taylors’ but comfortably above Berkhamsted and Bedford. In such fine company, and largely because ‘everything follows on from wellbeing’ rather than a laser focus on exam results, it might be described as the Goldilocks school (just right) on the Herts school landscape. A ‘no pressure environment,’ report parents, despite the gleaming results. Head says new staff’s greatest challenge is ‘the pace of teaching such bright pupils’.

Teaching strong across the board. Pupils say geography is top of the tree and we asked our guide to repeat the words ‘Latin is the best’ to check we’d heard correctly. Sciences are taught ‘at a pace – boys have to keep up’, say parents. Languages of the modern variety (French, German, Spanish and Mandarin) reportedly achieve more varied results, and a number of boys ‘quietly asked’ to drop them each year, say parents. Economics popular at GCSE, and we were impressed with our tour guides’ chit chat about enjoyment levels of their English literature set texts (high) as well as their wistful reflection that there was no better place to learn history than in one of the oldest parts of the school with its (very steep) wooden staircase of some hundreds of years and sprawling views across nearby countryside. The summary we were given of ‘An Inspector Calls’ was laced with enthusiasm and ended decisively with ‘probably the best book I’ve ever read’. Sounds like great teaching to us. ICT, now called computer science and technology, is a key part of the learning culture; all pupils from year 9 upwards bring their own device (of choice) and there are interactive teaching walls in every classroom. Lunchtime and after-school clinics for all subjects, pupils strongly encouraged to attend. Very trad curriculum, say parents, although it was reviewed after BLM.

Sixth formers start with four A levels, dropping to three after Easter in lower sixth (although some keep going with four with specific agreement) to make better, more informed choices. Pupils unanimous that the UCAS process is ‘smooth’ – there’s a full-time advisor to help with course choice and the application process. ‘A wealth of support’.

Learning support and SEN

Five-strong team based in a bright and spacious classroom in the centre of school. Pragmatic, proactive and positive approach taken to individual needs including autism, dyslexia, dyspraxia, dyscalculia and visual impairment. The head’s words - ‘looking after individuals is what we do’ - never more evident than here; one pupil told us how support for his dyslexia had been ‘amazing and instantaneous’, from organising individual exam arrangements to facilitating use of a ‘reading pen’. All pupils screened in years 7, 9 and 12 to identify issues relating to literacy and processing speed. Has supported pupils with EHCPs in the past although none when we visited; pupils ‘must have capacity for independence’ and the hilly site, with all its steps and stairs, would be an insurmountable challenge for a candidate with mobility issues. Pupils in need of one-to-one support are given a 50-minute lesson every half term to support their individual needs.

The arts and extracurricular

Of the two summary words buzzing round our heads after our visit, extracurricular was buzziest (the other was pastoral, for the record, more of which later). We routinely visit schools with mind-blowing lists of clubs and societies but rarely have we been somewhere where the energetic engagement with – and participation in – said list is so palpable. ‘The opportunities are amazing!’ one pupil gushed, and we couldn’t disagree. Before we’d even signed in, we were bedazzled by a screen advertising the day’s activities: Hindu Soc, Warhammer, girls’ performance club, Model United Nations and maths clinic were just a few we managed to scribble down. Perhaps it’s a byproduct of the charming, but space-limited, city centre site which lends itself more readily to a music lesson, drama rehearsal or academic society at lunchtime than charging around outside playing football (for which, frankly, there just isn’t room). Or maybe it’s because every staff member is expected to make a co-curricular contribution. Whatever the reason, such participative cultures don’t happen by accident – we’re talking deep in the DNA here. One sixth former left us wondering how he fits his A levels in around a weekly diet of language puzzles club, Model United Nations, LGBTQ+ society, maths and maths plus clubs.

Clubs range from the sporty to the intellectual, with student-led academic societies also well embedded. Junior debating ‘really fun’, according to a fresh-faced year 7. Open house sports on a Friday after school especially popular – pupils can turn their hand to anything from table tennis or football to swimming or using the fabulous climbing wall. CCF (army and air force) and DofE both popular. Late buses for pupils from further afield. Could you come to school and get away with just the academics, we wondered? Pupils assured us not – attending at least one activity or club is expected, if not compulsory - ‘and anyway, everyone wants to’.

The music school (formerly old kitchens under the hall) is at the heart of the site and if you’re lucky you might hear the grand piano (it’s a Steinway school) being played as you pass the main performance hall. Over 250 pupils take weekly peripatetic lessons. Parents of musicians describe the staff as ‘exceptional’, ‘highly supportive’ and, interestingly (although there’s lots of chamber music), ‘not necessarily traditional – open to different genres being performed together’ (Oasis songs performed on the viola, for example). ‘We can’t fault them’, said one. Standards are high, although department (which includes two hi-tech classrooms and a recording studio) is inclusive of all abilities. School choir, which includes staff, performs at the abbey twice weekly, and all the usual bands, ensembles and orchestras are present and correct. Good take up at GCSE and anything between two and 10 at A level each year; a handful of leavers audition for conservatoires most years.

Loads of drama. Department includes studio performance space, homed in a quirky residence opposite the school. No grand theatre facility, but this doesn’t stand in the way of a termly lower school play (recently The Grinch), plus a biennial musical (School of Rock, Bugsy) and some serious senior productions (A Monster Calls, The Tempest). Pupils perform home grown productions at the Edinburgh Fringe and there’s a popular play-writing club culminating in a performance competition. Middle school drama club performs at The Barn in Welwyn. All this on top of an annual cabaret night, improv show (‘feeds into growth mindset strategy,’ said staff member) and house music with professional judges. Up to 25 take drama GCSE and 12 at A level most years, with one or two straight to drama school and others going after university. Suspiciously neat and tidy art block displays multi-media work ranging from fine art paintings to ceramics.

Sport

Known for sporting prowess, although departmental staff assured us that there is a strong focus on trying to engage all levels and development of ‘the middle ground’ players. Known for its rugby, with A-D teams in most year groups. Main rivals St George’s Harpenden and Merchant Taylors’. Limited competitive football (sad faces from a few on this, but social football has recently been introduced and is popular); hockey and cricket are other main boys’ sports and there’s netball, lacrosse and tennis for the girls. Like all things St Albans, participation is high with all year 7s representing the school in fixtures and an impressive 57 per cent still going by sixth form. Major focus on social connection and main aim is to offer genuine choice. Indoor games, swimming (in the stunning modern 25-metre indoor pool), indoor climbing (the best climbing wall we’ve seen in any school), squash, volleyball, badminton, cross country, gym and basketball are all on the menu, professionally supervised by one of 12 full time staff. ‘Dedicated athlete’ scheme, open to all keen sportspeople, offers advice on conditioning, sleep and nutrition with an elevated version, the ‘performance athlete’ scheme by invitation only which, according to one parent, ‘leaves them buzzing’. Twice-weekly games afternoons differ by year group, there’s PE once a week and inter-school fixtures (‘very well organised and communicated,’ according to parents) take place on Saturdays. Although we have heard of boys choosing other schools due to the playing fields (an impressive 75 acres of pitches, astros and a pavilion) being a 10-minute bus ride away, those we spoke to were non-plussed by the arrangement and admitted to enjoying the time on the minibus to catch up with friends and team-mates. One or two grumbles about sports tours favouring A team players only.

Ethos and heritage

Founded in 948 and one of the oldest extant schools in the country - so ancient that the first pupils didn’t speak English. The sense of history and place – both physically and metaphorically – in the city is a great source of pride to pupils. Tucked away in the oldest part of St Albans, so adjacent to the abbey that it is essentially part of the school, the undulating site is home to a wildly contrasting collection of architecture – all refurbished within the last decade – that somehow form a cohesive whole. Standout modern additions include the music centre and the Corfield building – an architectural delight dedicated entirely to the pursuit of maths with its light flooded atrium, geometry themed décor – and shooting range in the basement. Its air conditioning is huge hit with pupils during hot summers. All facilities are top notch, including some particularly well-equipped science labs and spacious junior and senior libraries. Now that school role is over 900 (largely due to growth in sixth form), main hall is too small for assemblies so one year group watches on live stream, ‘a nice problem to have,’ says head. One or two comments from parents that the lack of outdoor space may be a consideration for boys who simply need to run around at breaktimes.

Traditional educational (with a side of liberal social) values are ‘held dear’, says head. Staff are ‘fantastic’ and ‘so invested’ in pushing and developing themselves and others. Pupils describe culture as simultaneously ‘homely’ and ‘driven’ – ‘boys are happy to be pushed,’ said one parent and a pupil commented that ‘school does a good job of making the days enjoyable and go by quickly’. Girls arrived in the sixth form in 1991 and incoming cohorts seem to slot in seamlessly each year – ‘the boys are very welcoming,’ one solemnly assured us. Parents concur that school transitions them extremely well, although it’s generally agreed that more timid types may wilt among all that testosterone.

Busy, friendly atmosphere. Smiley, chatty pupils wear their privilege lightly and the school’s location lends itself readily to a down-to-earth, purposeful feel - a working part of the city community. Tasty lunches are served in the airy refectory (breakfast also available from 7.30am and hot snacks at 11am) but when the allure of Subway overwhelms (parents will be delighted to learn that McDonald’s is out of bounds), pupils from year 11 up can go into town. Behavioural transgressions off-site result in immediate sanctions. Plenty of community outreach (school motto is translated from Latin as ‘born not for ourselves’), involving pupils going into care homes, working with children with learning disabilities etc. Children from local state schools have access to facilities, including pool and science labs. Exceptionally strong links extend to sixth formers mentoring primary school children and staff providing masterclasses in maths, sciences and drama.

Pastoral care, inclusivity and discipline

Overall vibe is relaxed and inclusive; gay staff members are open about their sexuality, paving the way for tolerance among pupils. Surprisingly healthy cultural and ethnic diversity given school’s location, with all races and religions strongly and harmoniously represented. Two diversity prefects run regular educational assemblies and talks and there’s a D&I society. Comprehensive PSHE programme covers gender, sexuality and there are religious societies for all faiths plus regular non-faith assemblies.

Strength of pastoral care lauded by every parent we talked to – staff described as ‘wonderful people who genuinely want the best for our children’. Horizontal tutor system, full-time school nurses, a counsellor, chaplain, a head and two deputy heads in every section reflect the emphasis on pupil wellbeing. Pupils, especially at the younger end, love the TC (tutor’s commendation) process, six of which result in a HC (you guessed it). The reward ladder starts with four consecutive bookmarks, next is a postcard home, then (surely the most prized of all) an early lunch pass and finally a £5 refectory voucher. The only grumble from boys is that once you’ve won your fiver, you go back to bookmarks. Transgressions are ‘mainly due to boisterousness’, says school - even vaping ‘isn’t really a problem’. No recent exclusions. Dress code and uniform strictly enforced and small stuff sweated, resulting in a very smart – and unusually tidy-haired – cohort.

Pupils and parents

About half from St Albans, Harpenden and surrounding villages. Others from up to an hour away, whisked in by a fleet of 13 coaches, with 12 after school and eight after activities (‘civilised, with CCTV on board’, boys told us). Parents aspirational and ‘tremendously supportive’, according to head. Many dual income professionals plus lots of sons, later daughters, of Old Albanians.

Money matters

Our visit took place amidst speculation on how VAT on school fees might affect finances. ‘We’re looking hard at costs,’ head told us. ‘The main question to answer is what impact any cost cutting has on pupils.’ Fees currently a smidge lower than both Habs’ and MTS and in line with the nearby girls’ school. Academic scholarships via entrance tests at 11+ and by separate exam at 13+ and 16+ - worth up to 20 per cent of fees. Choral and music scholarships by audition at 11+, art, music and sport scholarships at 13+. Just under six per cent of pupils receive bursary assistance, a small number on 100 per cent.

The last word

In the words of the head, ‘We’re candid about what we are and what we’re not’. A school that does exactly what it says on the tin – brilliantly. Academics are a given – it’s the pastoral care, participative ethos and outstanding extracurricular offering that makes St Albans stand out.

Special Education Needs

All our pupils are capable of coping with a rigorous academic education carried on at a rapid pace. A pupil with serious dyslexia or dyspraxia would struggle to cope. However, we recognise that even the ablest can experience specific difficulties that could prevent them achieving their fullest potential, and may therefore benefit from some learning support. All new entrants are screened for previously undetected dyslexia and monitoring continues throughout a pupil's career. Where a problem is suspected, a diagnostic assessment is offered, following which, an assessment by an independent Educational Psychologist may be recommended. Sometimes, an able pupil will have developed coping strategies which obscure a problem that comes to light only in later years as the demands of the work become more complex, and staff are trained to spot such emergent difficulties. Various levels of support are available, including one-to-one tuition with a specialist teacher who is freelance but spends all her time at the school. 09-09

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