Godolphin, Salisbury

Since 2023, Jenny Price, who joined the school as deputy head pastoral in 2018. Music degree from Durham, PGCE from Cambridge. Started teaching career at Bryanston as music teacher and housemistress (inspired by an alumna who was a fellow PGCE student) moving to Westonbirt School as deputy head pastoral in 2012. Her move to Godolphin came just as Westonbirt announced it was going co-ed – useful learnings for the recent changes here. Godolphin ‘is a joyous place’, she says, excited about opening up its ‘amazing offer for young people’ to boys and building international boarding back up post-Covid. Going co-ed and joining a bigger school group was a prudent decision by governors in response to the evolving demands in independent education. It’s a move that has inevitably prompted questions among the parental body and alumnae community, but generally the feeling seems to be that the changes are positive and visionary founder Elizabeth Godolphin would not be turning in her grave: ‘You don’t get almost 300 years of history by standing still,’ observed one parent.

Jenny Price is refreshingly down-to-earth and exudes a calm warmth that parents find ‘immensely reassuring’, epitomising the school’s ethos: ‘The students love her,’ we heard. Parents appreciate that she ‘is not afraid to take tough decisions’ and commend her handling of the co-ed announcements and sensitivity to parental concerns. She is adamant that joining United Learning won’t mean ‘losing any of the wonderfully quirky Godolphin-ness’; retaining the school’s ‘special character’ was a crucial consideration and she’s excited about the enhanced opportunities for collaboration and professional development. Parents are hoping for some investment in sprucing up some of the ‘slightly tired infrastructure’.

Still a keen musician, she teaches year 7 and plays in the lower school orchestra (being conducted by her younger daughter when we passed by at lunch). Until recently, a serious hockey player (played at national level during her Bryanston days); now yoga and fitness are easier to fit in with the demands of school and family life – and being an avid supporter of the school sports teams, even down to driving the minibus to fixtures (and on a recent music scholars’ trip). Also serves as a governor at a Winchester prep.

Described as ‘softly selective’. Applicants at 11+ and 13+ and 16+ entry take bespoke papers in English and maths (science too at 13+) plus interview with head or senior member of staff and reference from existing school. At 16+, entrants need at least five GCSEs at grade 5 with minimum grade 7 in proposed A levels, plus interview and written papers in those subjects.

Godolphin is going co-ed is going co-ed from September 2025. Entrance procedures will remain the same, looking for sparky pupils 'who will enjoy learning and thrive here’, with places available for boys in all years; school envisages a gently gradual move to 50:50 girls and boys over time. ‘Really good bus network’ means pupils come from quite a distance, eg New Forest and Winchester, as well as more locally.

Around 30 per cent leave post-GCSE, mainly to co-ed settings. Half of Godolphin sixth formers head off to Russell Group universities to study courses ranging from engineering and natural sciences to history of art. Durham, Exeter, Newcastle, Royal Central School of Speech and Drama, St Andrews, Southampton and UCL recently popular. Some to art college and foundation courses and increasingly bagging some impressive degree apprenticeships (including Google, BAE, Dyson). Sometimes the odd medic or student to Oxbridge, but none in 2024. Two overseas in 2024 – to Tufts, USA and IE Madrid.

Parents tend to choose Godolphin for its inclusive, nurturing environment rather than its academics, then discover the teaching is excellent: ‘Coming here was a revelation,’ said one happy student. Academic progress is impressive, due in no small part to the strong pastoral support and differentiated teaching ‘tailor-made’ to varying learning styles. The individualised approach allows for flexible A level combinations (psychology, sciences and art most popular) – including geology taught jointly with local boys’ grammar Bishop Wordsworth’s – and the breadth of the curriculum means ‘it’s already fit for purpose’ for a co-ed intake. Limited choice of languages (French, Spanish and Latin) but good uptake at GCSE (even though optional) and A level.

No shortage of academic stretch: scholars’ programme covers an eclectic range of topics across arts and sciences, woven into Friday afternoon enrichment as well as daily after-school sessions, compulsory for scholars but open to anyone interested. Head scholar is a prestigious post, supporting the running of the programme. There’s even the chance to do a term’s exchange with a Melbourne school.

Science labs are slightly old-fashioned, but the breezeblock walls are covered in humorous motivational quotes and student work, and science is definitely seen as fun here – the popular science exhibition club had ‘under the sea’ as its latest theme, with a huge model squid created from recycled polystyrene spanning the length of one lab. About half take three sciences at GCSE, the rest dual award.

‘Fantastically well-stocked’ library is a ‘really nice space to study’, with a dedicated sixth form area. Bright Futures programme includes ‘really well tailored’ advice on post-A level choices, considering all the practicalities including location, and school has great links for apprenticeships and work-shadowing too: every year, artistic alumnae, including shoe designers and architects, return to share career tips with students and parents. Two-term dedicated prep programme for Oxbridge, medics, vets and dentists.

Lots of long-serving staff including parents and alumnae; it’s a very warm and supportive staff body who ‘really know what makes the pupils tick’ and are ‘full of kindness’.

Full-time SENCo with team of five specialist teachers and three dedicated teaching assistants, ensuring pupils can choose when to come out of lessons for one-to-one support or receive help in class. About 12 per cent with some form of diagnosed SpLD (including dyslexia, ASC, ADHD, dyscalculia, hearing impaired) and four ECHPs, with plenty of additional help for others needing temporary assistance, eg managing exam anxiety.

Parents praise the ‘really comprehensive’ and ‘thoroughly integrated’ support that is well tailored, especially for neurodiverse pupils, eg hybrid attendance (joining some lessons virtually), later starts and earlier finishes, as well as creative approaches to building confidence such as helping with riding for the disabled: ‘We have the confidence to make decisions in the best interests of each pupil.’ Pupils needing time out can take Bramble the black Labrador into the garden or sit quietly under a tree. Flexible approach to sixth form choices hugely welcomed by parents whose children might miss out elsewhere but thrive here. Campus layout means it might be challenging for those with mobility issues or visual impairment but school takes a case-by-case approach.

Art is on another level here – some of the most sophisticated and accomplished work we have seen in any school, so much so that those who go on to art school often find they are already way ahead of their peers. The beautiful two-storey art block boasts large, light-filled studios and doubles as a gallery space, with regular exhibitions for parents and visitors. Breathtaking ceramics, textiles and fine arts studied in rotation, with a strong emphasis on research-based practice; we loved the stunning mixed-media pieces on a boats and harbours theme, inspired by a trip to Lymington. An artist in residence works with year 10s on projects inspired by their own work. Substantial cohort of A level students, benefitting from specialist teachers and an action-packed residential trip (we saw spectacular sketchbooks from Ironbridge and a wonderful architecturally-inspired screen-printed corset – ‘individuality is really encouraged here,’ enthused our guides). Product design (‘not DT!’) is ‘a joyous department that allows pupils to experiment and have a go’; we met year 8s engrossed in designing night lights and spotted an intriguing GCSE design for a fold-up homeless shelter (inspired by the annual charity sleep-out in the cathedral close). It’s also very popular at GCSE and A level.

Music thrives here too, unsurprisingly, with a variety of ensembles for all abilities, including a steel pan group, two flute ensembles, jazz band and a chamber piano trio. Chamber and choral music dominate, with three groups reaching the 2024 Pro Corda finals; some parents would like to see more non-classical music but all agree there’s no lack of opportunity and standards are high. Rehearsals for prep’s forthcoming production of Who’s the Mummy were in full swing in the gorgeous, circular performing arts centre when we visited, a well-equipped space used by local community too. Good number take BTEC in performing arts rather than A level drama, which ‘sets them up well for working in the industry’. Active drama club and ‘acting 101’ workshops run by drama scholars, plus a ‘fabulous’ performing arts week at the start of term, with everyone off timetable creating productions led by sixth formers.

No stereotypes here – students are equally game for whipping up a soufflé at the in-house Leiths Academy (cookery lessons weekly for years 7-9 and sixth formers can do a five-term certificated course) or training with the popular CCF for the gruelling Ten Tors Challenge (Godolphin usually has the most teams) and alumnae regularly join university OTCs.

Sport is a big deal at Godolphin and school punches well above its weight, especially in lacrosse where the top team came second at the 2024 national finals (coach is in GB men’s team). Many pupils compete at national level outside school too, in various sports including equestrian. Already a wide range of sports on site, including triathlon, swimming, cricket, athletics and football, and a new director of sport will oversee the transition to co-ed, ensuring an equally impressive sporting offer for boys. Keeping fit is definitely not a chore, given the gorgeous swimming pool and gym overlooking the Laverstock Downs. Inspirational sports awards evenings garner plenty of praise.

About half of all pupils board in some form, with weekly and flexi boarding very popular (‘lots stay over after CCF on Tuesdays,’ we heard). Split over three houses, Full boarding is increasing again post-Covid and international students are also on the rise again (23 at the time of our visit, mainly from China and Hong Kong; school is seeking to recruit more from mainland Europe too).

‘Exceptionally lovely’ house staff live on site and pupils say they are ‘very flexible and fun’: ‘They’ll play cricket with us in the evenings.’ Accommodation ranges from bunk beds to a mix of single and shared rooms for sixth formers, some en-suite and some with separate study rooms. Functional but sparkling bathrooms shared between 6 or 7 for those not en-suite. Rooms all nice and bright, clean and at teenager standards of tidy. Pupils appreciate moving dorms every term, with a choice of roommate; ‘You learn to get on with everyone.’ A range of communal spaces (known as ‘sits’) allow each house to gather together for activities such as dance at lunchtimes, quizzes and craft nights in the evening, plus ‘rest rooms’ for those seeking quiet time. Head boarder does the rounds to say good night, helps with emotional support and encourages participation in activities. Boarders say school ‘has the balance right’, with ‘just the right amount of strictness’ about lights out and phone time. Plans are in train to create discrete corridors in existing houses with study bedrooms and bathrooms for incoming boy boarders until numbers are sufficient for a separate boarding house; social areas will be shared.

No Saturday school but plenty to keep boarders occupied at weekends,. International pupils well integrated, with English the common language and exeats arranged with English host families. Our guides were excited about sixth form boarding: ‘100 per cent we will carry on – it’s so fun.’ They love being able to customise their bed/study spaces: ‘You can really make it your own – my dorm is my favourite place.’ No worries about the munchies – snacks on hand in the evenings, self-service breakfast in the mornings, ‘delicious’ cheesy toast at break and sixth formers have their own kitchen.

‘Surround-sound pastoral care,’ agree parents, ‘woven throughout school life.’ Highly nurturing and inclusive environment, in which pupils are genuinely known and appreciated as individuals by everyone from SLT to catering staff: ‘The personal touch stands out.’ Thoughtful approach to entry points and continuity of tutor groups, with plenty of ‘tea and chat’ opportunities to offload, recognising that 13+ intake coincides with an often-turbulent time for teenagers. Boarders integrate seamlessly; day pupils are also attached to a boarding house, giving everyone a home from home through the day, with plenty of activities in the communal spaces and sharing of studies.

A driven exam factory it is not: the focus on wellbeing means students tend to take exams in their stride. ‘They build confidence very well – the ethos is you can do this, we’re here to catch you,’ noted one parent. Proper attention paid to the importance of down time, ‘giving yourself permission to stop’ as part of building resilience and recognising that ‘sometimes you just have a bad day’. Two counsellors on site plus a ‘wonderful nursing team’. School is ‘really great at mental health’, very good at spotting issues, say students: ‘They always sort things out.’ Parents agree: ‘The way they manage pupils’ hearts and minds is phenomenal.’ Plenty of seminars and advice for parents too, eg ‘parenting your tween’.

Older students very supportive to younger, greeting each other warmly by name as we walked around. Sixth formers run ‘homework help desk’ during prep for years 7 and 8, which ‘really helps bridge the gap’, and were ‘really excited’ about mentoring year 7s on a new peer education project about mental health. Prefects can award their own commendations too, eg for kindness. Student council has plans for a ‘mindfulness garden’; we’d have happily settled down among the magnolia trees to admire the view. Students ‘love the campus feel’ but also the proximity to town; a winning combination for teens finding their feet, we reckon.

Very much about individuality within a community, there’s no ‘Godolphin type’. What holds true is a lack of showiness or arrogance; these are grounded, delightful students from families who value creativity and collegiality alongside strong academics. Parents commented that at open days, ‘pupils felt more relaxed here than elsewhere’, and we’d agree – honestly some of the friendliest teenagers you could hope to meet, genuinely effusive about their school.

Godolphin pupils build lifelong friendships and are hugely loyal to their school, as evidenced by a recent impromptu party thrown by the school for one alumna’s 100th birthday. Many alumnae send their children here, with fond memories of their own happy schooldays replicated in their children’s experience. Parents find it a welcoming, down-to-earth community regardless of any prior connections and the ‘amazingly generous GPA’ runs plenty of events. Mostly fairly local families from Salisbury and the surrounding villages, but also from further afield, especially Winchester – the flexible boarding options a boon for working parents. Plenty of dual-income families making sacrifices to invest in their children’s education, alongside the comfortably affluent.

A delightful gem of a school that stands out in the Wiltshire/Hampshire mix for its warmth and care for the individual, developing happy, community-minded pupils confident to follow their own path. From the off, parents agree it’s an environment ‘where you feel your child would be cared for and where the students look after each other’.