Warwick School A GSG School Review

What The Good Schools Guide says

Head Master

Since 2020, James Barker, who attended the school himself and worked here briefly in his 20s. Clearly, he can’t stay away. Began his teaching career at Banbury School, later becoming upper master (head of sixth form) at Abingdon and assistant head co-curricular at RGS Worcester before rejoining Warwick as deputy head in 2015, moving to senior deputy head in 2018.

Warm and easy company, there’s no corporate blather from this head. Perhaps because he’s never, as he puts it, ‘been a careerist’. ‘I never actively sought a headship; I was just asked to step up. I don’t even know if I’d want to be head of another school.’ That’s not to say he doesn’t mean business here at Warwick where he’s particularly good on what parents call ‘the big picture stuff’. ‘Of course, exam grades matter, but we also need to be drip feeding them personal qualities – ultimately, we want to be creating happy, fulfilled 30-year-olds,’ he told us from his designer navy office. Among his successes so far are helping to develop the co-curricular, as well as ‘character education’, whereby all students are now exposed to resilience, reflection, curiosity, perseverance, humility etc through their studies.

You can tell he studied philosophy (Cardiff, where he also represented his university on the rugby field), with students describing him as a ‘deep thinker’. ‘I’ve had some really good conversations with him,’ said a sixth former. Parents approve of him ‘lifting the perspective of the boys’ and say he ‘cares passionately about their wellbeing’. Very present at events, say parents, but perhaps not the type to rush over for a chat. Some wonder if he’s ‘a little shy’, others think he’s ‘very sensibly keeping his powder dry as there are some very demanding parents here’. Known for his ‘brilliant blogs’.

Best bit of the job? ‘Coaching the U12s rugby team – we needed someone, and it means I get to know the year 7s.’ Worst bit? ‘The daily war with emails.’ Turned down offer to live on site (the space has now been transformed into an extra wing for boarders) to remain in Worcester, where he lives with his family. If you left him to a day off, he says he’d ‘go the gym then read’. For every non-fiction book (currently Winning by Tim S Grover – ‘although I’m not sure I agree with him’), he follows up with a fiction one (David Mitchell’s The Bone Clocks up next). ‘I love the fiction, and the non-fiction is good for planning assemblies!’

Entrance

Almost all junior boys move up to senior school, forming half of the year 7 cohort. They are joined by around 65-70 external candidates who sit tests in English, maths and ability. Lots from Eversfield in Solihull and the Croft in Stratford, the rest in ones, twos and threes from other local preps and primaries – slightly more from the state sector overall. A few additional places in year 8, and around 15-20 (mainly boarders) join in year 9, when school also tests in science (because the GCSE is taught from year 9) and may do in MFL, plus short interview.

Around 20 boarders and between 12 and 24 day pupils join at sixth form, when the minimum requirement is 51 points from the best eight GCSEs (equivalent to a minimum of three grade 7s and five grade 6s), plus interview.

Exit

Over 90 per cent stay on post-GCSEs. It helps that school will flex sixth form requirements for existing students, although ‘there would definitely be a conversation and a careful look at subject choices,’ says school. Leavers to a range of universities, nearly three-quarters Russell Group. Nottingham, Exeter, Cardiff, Loughborough, Warwick and Bath popular. About a third to study STEM, a third humanities and rest made up mainly of business, economics and management. Nine to Oxbridge in 2023, and three medics. Two overseas, to University of Toronto and Science Po. Students increasingly encouraged to look at the top-end apprenticeships but none in 2023. No stone left unturned by the careers department, say boys – ‘They see everyone and really dig deep,’ while another praised the ‘Oxbridge application support’.

Latest results

In 2023, 66 per cent 9-7 at GCSE; 42 per cent A*/A at A level (74 per cent A*-B). In 2019 (the last pre-pandemic results), 66 per cent 9-7 at GCSE; 48 per cent A*/A at A level (75 per cent A*-B).

Teaching and learning

Not a hothouse but diligent. ‘There is a level of academic pressure,’ say parents. ‘The school wants results and so do we, it’s what we pay for.’ Some outstanding teachers who really engage and create a buzz around their subjects, history and politics coming in for particular praise. ‘The politics department has blown me away – just phenomenal.’ We were also wowed by science – in one lab, younger boys were as mesmerised as we were queasy by dissecting a sheep’s eye, while an English teacher divided up her class for impressive debate on different character perspectives. One parent told us, ‘My sons have different academic abilities and very different personalities and the teachers keep both on track and engaged, which can’t be easy.’ No chance of falling behind, we heard: ‘Nobody here wants the hassle of a child who is not meeting their potential, so there’s a very strong sense of “Let’s make this work”.’ Clinics help – run at lunch and after school – and sixth formers help too. ‘My son has benefited from all of that.’ Class sizes max at 24 but are nearer 20 in most years – and they rarely go above 14 at A level.

Year 7s choose two languages from German, Spanish and French. We liked the fact that there's as much focus on the cultural aspect, and the value of learning a language, as the vocab and sentence structure. Latin from year 7 (can be swapped for classical civilisation in year 8), and ancient Greek as an option from year 9 to A level. GCSE maths syllabus kicks off in year 9 (the only subject that’s set) and also science ‘because these subjects are so content heavy’. DT an increasingly popular GCSE option, and history is a longstanding favourite. Maths, physics and MFL get top results.

Vast majority do three A levels, some four (usually further maths). Choices mainly traditional, although they are currently looking into alternatives. Head’s belief is that ‘the more options, the better life chances’. Maths and physics consistently popular A levels and, presumably because they attract the brightest boys, get the best outcomes. Politics is the highest-ranking humanity subject, and chemistry and biology also attract high numbers. As in most schools, small numbers for MFL but they get exceptional results.

In order to reinvigorate academic curiosity, the curriculum has developed to include critical thinking for year 8, independent projects in year 9, and a school certificate in philosophy for year 10. A course has also been created with University of Warwick – last year, this got boys designing a brief to help someone with dementia, including a presentation. Plus, school has its own Floreat diploma, complete with viva. Three-quarters of year 12s do an EPQ – boys told us of recent examples including specific medical conditions and a study of free speech in the UK. Staff embrace their own research projects too, with some becoming teaching and learning ambassadors to eg coach, lead training sessions and observe and advise colleagues.

Learning support and SEN

Around nine per cent on the SEN register, mainly for autism, for which the school has an excellent reputation. Others with dyslexia and ADHD. All students are screened in year 7, then again in year 9, ‘because bright boys are good at masking’. The department – headed up by three full-time and two part-time staff – is commended by parents, with one mother of a dyslexic boy telling us he’s been ‘really well supported and helped all the way through’. She was particularly grateful for the one-to-ones being included in fees and that he was allowed to drop a language. ‘He was struggling in English, let alone Spanish, and went to curriculum support instead, where the team is just lovely – it’s been a really safe hub for him to go to.’ Another parent of a child with auditorial processing disorder said the school ‘spotted it and arranged extra time in exams’. Three EHCPs when we visited, and one being applied for. EAL support available.

The arts and extracurricular

‘Amazing’ productions, mostly joint with the girls’ school, in Warwick Hall, which also hosts professional touring groups and has an exhibition space. No whole-school performances – instead, separate senior, middle and junior ones. Great Gatsby most recently. A separate venue, Bridge House Theatre, seats 250. ‘My son has done drama GCSE and LAMDA and he’s loved it – it’s such a good department.’ All the students seem to love the house drama.

Music is huge. It starts in year 7 with the music scheme, where you can learn an instrument for free for the whole year (even the head participated), culminating in a whole-year performance. ‘My son came home with a French horn bigger than him.’ Brass, jazz, rock and strings dazzle, and there are masses of concerts. One boy felt music is a ‘good leveller’ in the school and liked the way staff talk about music ‘as being a good way to clear your brain of the academic stuff’. Spacious department shared with junior school.

Art praised for its ‘quality’ and ‘attention to detail’. Staff work hard to get everyone involved, no mean feat in an academic boys’ school. An arts festival is held every couple of years. Day of the Dead was the theme in a younger boys’ lesson we dropped in on. In a DT class, boys were evaluating products they’d made – ‘including weaknesses,’ prompted the teacher – and there are large workshops for metalwork, plastics, woodwork and computer design.

Food tech recently added to the curriculum. ‘About time,’ said a parent. Boys had just made bagels when we visited – they smelt divine and looked the part too.

From year 9, Friday afternoons are dedicated to CCF or ‘activities’, eg Japanese for beginners, student investor club. Over 100 clubs and societies, some reflecting the technological focus of the West Midlands, eg electronics and robotics. One boy we met was proud to be running the 25-strong Medsoc.

Sport

Sport and academics are the two key reasons parents pick the school. ‘We chose it because both our boys are sporty and it has more than delivered,’ said one. Traditionally a rugby school, but hockey has really developed. ‘Athletics not so much – always a bit of a damp squib,’ reckoned one mother. Cricket and tennis coaching in the summer – thumbs-up for both from pupils, who also welcome the introduction of more badminton, football and basketball, although some would like more. All sport is on site and the facilities are impressive, some used by the local community. Overall emphasis on having a go and doing your best, so it’s not an uncomfortable place for the less sporty, say boys.

Boarders

Small number (60-ish) of boarders, three-quarters in the sixth form, the rest from years 9-11. Mostly from Hong Kong and China, with a few from eg Ukraine and UK. School has recently introduced limited flexi boarding but so far no take-up – silver cloud is that boarding house remains full at weekends when boys are partial to cooking in the kitchen, getting takeaways (‘mainly curry’) and low-key activities including cinema, go karting and bowling. ‘And we get to use all the sports facilities’, beamed one.

Accommodation – something of a rabbit warren, albeit a cosy one – is in the historic part of the school, just upstairs from reception, with views over the Avon to Warwick Castle. Communal areas include kitchen, comfy sofas and games areas and are staffed by houseparent, assistant houseparents (and matron during the week). Biggest dorms are for six, with year 13s guaranteed their own rooms. Boarding prefects get their own corridor, with dedicated common room where they can invite friends – our guide loved that. International students are paired with a day pupil when they arrive, but they mostly socialise with each other.

Ethos and heritage

One of the oldest surviving schools in the world, believed to have been founded by Aethelflaed, Queen of Mercia, in 914. The main building is modern by comparison, built in the 1870s. Now part of a vast, thoughtfully designed campus, bringing most of the Foundation schools together on the one site. The result is ancient history (eg the statue of Aethelflaed) sitting comfortably alongside the contemporary (eg glass-fronted sixth form block). This sense of tradition, combined with forward-facing vision, epitomises what parents feel the school stands for. Facilities excellent across the board – these boys are incredibly fortunate, and they know it.

Some parents ‘wouldn’t have designed the girls’ school to be quite so close’, but the schools are very separate, and only really join up for Friday and house activities, as well as extracurricular music and drama. As for break-time meet-ups, some parents think rules ‘could be clearer’. It’s all change in year 12, when the new sixth form centre is co-ed. We saw girls and boys mingling well in this three-floor modern centre, complete with café – but boys grumble that girls get preferential treatment (‘partly because it’s staffed by Warwick teachers and partly just because the girls’ school is more laid back generally,’ reckoned one boy). A few A levels are taught together – either where numbers are low, eg MFL, or by choice, eg drama.

School has tried to breathe life back into the houses – now includes house shout and sports day. Boys attend chapel once a week. ‘Okay’ was the most positive description of the food that we could get out of the boys, though we enjoyed ours. Dining room incredibly hectic, though – we witnessed a lot of prodding and shoving and weren’t surprised to hear one boy complain of ‘some sharp elbows that can push you right back in the queue’. Main gripe about food from parents is around match teas, pretty much echoed from all age groups: ‘They really fall down here when compared to other schools’ – though some parents are at peace with this, believing their money to be better spent elsewhere.

Eclectic list of old boys includes several rugby internationals, a couple of MPs, Iain Pears the novelist, Marc Elliott (EastEnders), Christian Horner (Red Bull motor racing), theatre critic Michael Billington and, from the ranks of the departed, the poet John Masefield.

Pastoral care, inclusivity and discipline

Parents feel there are other schools that are more nurturing, but they praise the ‘inclusivity and acceptance of everyone, no matter what their religion or background’ and describe it as a ‘really kind’ school. Introduction of more charitable work has helped, feel some. The school is large (nearly 1,000 pupils) – worth bearing in mind for more timid boys. Then again, one mother said her shy son, who has suffered from mental health problems since Covid, has thrived – ‘I was quite anxious about the school’s reputation for being a bit macho but he’s been so well supported.’ Christmas fairy lights had just been installed in the wellbeing hub when we visited. It has therapy rooms, multi-faith prayer room, communal space, sensory room and low arousal space that pupils can use if they feel overwhelmed, with access to life coaches, mentors and counsellors.

The school is not afraid to cover issues like porn, sex, consent, relationships, alcohol and drugs and parents are invited to have the same talks without the boys ‘so the messaging is the same at home and school’. Parents approve, adding that the school doesn’t shy away from difficult gender issues, of which it has had some experience. New tutor system, blending two year groups (except for year 7, which has its own), has mixed reviews, but change is always hard. ‘It’s definitely creating more friendships between year groups,’ said one.

This is a mollycoddling-free zone and woe betide those who don’t bring the right clothing (especially for games) and equipment, although ‘We soon learn,’ said one boy. Strict on uniform, punctuality too, ‘although you can express yourself a bit more now with beards and jewellery’. Yellow cards (eg for chewing gum, using your phone when you’re not supposed to) and more serious sanctions (eg for racist comments or vandalism) felt to keep things in hand, along with detentions and the odd suspension, though exclusions are rare.

Pupils and parents

School’s reputation of being posh is unfair, insist parents, who say backgrounds run from the landed gentry to those needing full bursaries. The cars dropping off boys suggested rather more towards the top end but school points out that nearby Jaguar Land Rover is a big employer and source of some of those cars! Others work at local hospitals and universities. Many came here themselves or have brothers or fathers who did. Majority live locally, but school buses travel up to a 40-minute radius. Lots of parental support at matches and events, and there’s an active social and fundraising parents’ committee.

Gone are the days when the boys had a reputation for being ‘entitled’ and ‘swaggering around’, say parents. We concur, finding them charming, relaxed and talkative. ‘I’m always impressed that they come up to chat at matches,’ said one parent.

Money matters

Fees comparable with other Midlands day schools. The school benefits from a number of ancient charities, some specifically aimed at boys living in Warwick. Scholarships are offered in music (up to 20 per cent fee remission) and academics (up to 50 per cent fee remission) but not for sport. About a quarter of boys in the school receive some financial assistance.

The last word

A dynamic, bustling Midlands institution known for its hard-working, high-achieving and forward-thinking ethos, as well as its sport. Facilities – shared with the wider Foundation – are stunning.