Oundle School

Since 2015, Mrs Sarah Kerr-Dineen. Steyning Grammar School and then did the double: English at Cambridge (Trinity College), graduate study at Oxford (Christ Church). Taught at the Open University, Oxford High School and St Edward’s, Oxford, latterly as a housemistress and director of studies. First headship was at Forest School in London.

School ‘completely woven in with the town,’ she says, proud of ‘quite how brilliant the pupils are’. ‘The topography of the place’ is what makes Oundle different: ‘The educational context which is more precious than the curriculum.’ Born to two teachers, she grew up in a rural village and went to local state schools: ‘I know communities.’ What would she have made of an experience like Oundle? ‘I was an able child who loved school, I would’ve loved the music, the teachers’ enthusiasm, being able to play sport with a bigger group,’ she says.

Husband is a peripatetic music teacher here; the head’s 17th-century house on the high street is dollhouse-pretty, though they down tools and spend time at their home in Cornwall when they can. Loves visiting her children and grandchildren, whose photos take pride of place in her office.

Retiring in summer 2025. To be replaced in September 2025 by Dominic Oliver, currently head of Lancing College since 2014 and before that, managing head of Bedales School. He has also been head of English and head of academic development at Malvern College. He holds an MPhil in English from St Peter’s College Oxford, where he became a lecturer and member of the University of Oxford English faculty, with a specialism in Shakespeare. He is married to Lydia - they have two children, both at university.

Sixth from entry requirements : at least three GCSEs at Grade 6 and three at Grade 7, including Mathematics and English. Ideally, candidates should have Grades 7, 8, or 9 in the subjects they wish to pursue at Sixth Form. Shortlisting is based on candidates expected grades, achievements, a personal statement and a recent school report. Shortlisted candidates are invited to an assessment weekend involving interviews and subject-specific tests (November prior to entry). Conditional offers are sent in December, based on achieving outlined GCSE requirements.

Between 60 and 70 into year 7. No exam for those from Laxton Junior School (not to be confused with Laxton House, one of two senior day houses). A sprinkling into years 8 and 10.

Most join at year 9; hopefuls should apply by the end of autumn term of year 6. Subsequent offers based on school reports and reference but conditional on Common Entrance in year 8. Those not coming from a prep school can take Oundle’s entrance papers instead, in maths, English, science and a language. UKiset or equivalent mandatory for overseas applicants.

Successful year 12 applicants need at least three GCSEs at grade 6 and three at grade 7, including maths and English, with at least grade 7 in proposed A levels. Candidates filtered on predictions, extracurricular achievements and a handwritten personal statement (feels very Oundle, somehow). Those shortlisted spend a weekend at school, completing assessments and interviews.

Very few leave after GCSEs. Three-quarters off to the Russell Group – Durham, Bristol, Edinburgh, Newcastle often top of the pops, with Manchester, UCL, Exeter, Oxford Brookes also popular. In 2024, 17 to Oxbridge and 12 medics. ‘UCAS support is really good, they encourage you to have a go and see what happens,’ we hear. A handful to north America or elsewhere overseas – nine in 2024.

Oundle’s the academic one of a cluster of Midlands schools that often get compared, though not super-selective or narrow minded. We found a culture of enquiry and ambition, pupils loving their learning but not seemingly stressed. Expectations are high; vertical tutor groups within houses ensure close monitoring.

Lower sixth start with four A levels plus an EPQ or school’s own Quadrivium, which requires lots of independent reading and gets pupils thinking widely about some wacky, off-grid topics. A few take a music diploma instead. ‘A levels are how I expect uni to be,’ says one, bright-eyed and bushy-tailed; ‘It is literally impossible not to be enthused by our teachers,’ says another.

Maths, economics and physics attract the biggest crowds, but this is not just a story of STEM: last year more took English or history than chemistry or biology; politics and geography are well represented; languages taken for the love of them, though not in huge numbers, with Arabic and Portuguese available alongside usual suspects. That said, the Patrick Engineering Centre’s the jewel in Oundle’s SciTec crown: if you want to refurbish a clapped-out Land Rover or a vintage sports car, this is the place to do it (both were in the workshop when we visited, cool as anything). ‘We have all the kit you could ever want,’ staff tell us, and though we’ll admit to a little nodding and smiling as we were talked through various bits of menacing-looking machinery, even we were impressed by Oundle’s claim to be the only school in the world with a 3D metal printer. Sixth formers can choose between product design or design engineering; lots go on to read mechanical engineering. Pupils absorb expertise brought by partnerships with Imperial College, London and Swansea University, which also benefit local maintained sector schools.

Breadth and enrichment start early. Years 7 and 8 take Omnia on a Saturday morning rather than timetabled lessons (‘a welcome change of pace,’ says head), skills-based courses in cooking, kayaking etc. Trivium is a timetabled third form course based on ‘interestingness’ and designed by teachers depending on their passions, from AI to Italian cinema (fun fact: trivium and quadrivium are what medieval universities called the seven liberal arts). Academic scholars follow similarly esoterically-named programmes. ‘They’re as smart as I’ve come across,’ says one member of staff.

All joiners screened to identify additional support needs. Six specialists provide one-to-one or small-group interventions with a focus on practical skills like exam technique, mind-mapping and how to revise. Those in need of substantial extra help or a cuddly environment may be happier elsewhere – we wouldn’t want to be bumping along the bottom – but pupils know how to access support if they need it, and parents praised communications home: ‘We know what he needs to be doing, what’s expected of him.’

A large site spread across the town; not a straightforward place for a child with mobility issues. However, school’s current accessibility plan prioritises the improvement of access for disabled pupils, both to the curriculum and the facilities.

Choirs, orchestras, ensembles to suit every persuasion, as you’d expect: music is brilliant. Concerts every week, some open to locals too. A sublime noise coming from one of the little practice rooms as we passed, an informal group singing Ding Dong Merrily on High. Biennial concert at the Royal College of Music; conservatoires well represented in leavers’ destinations. Band night Re:Loaded provides the opportunity to rock; ‘two years ago I got a crowd-surf,’ says a delighted youngster. Music activities take priority on a Monday to allow ensembles to meet in an otherwise busy week. ‘Some of us do get very busy but our tutors spot it when things begin to creak.’ Music GCSE quite popular; A level small.

Snazzy theatre converted from a former chapel in town, newly refurbished with 1920s-style leather bar stools, Hollywood lights and a little bar (we reckoned they’d do a killer cocktail, but it was 10am). Four full-time technicians and visits from touring productions allow interaction with professionals. Pupils see a work through ‘from page to stage’; three retro prams recently sourced for upcoming performances of Chicago. ‘I am given creative freedom with the lighting rig, who knows why they trust me,’ laughed one (very competent, we suspect) sixth former. Small numbers taking A level drama, more in GCSE; LAMDA recently added too.

Student-run Oscar Radio boasts 20 shows at any time, everything from quizzes to healthy mindsets to ‘Scrum and Bass’ (we chuckled too). Throw in dinosaur society, pride society, public speaking society, many sixth form created and led, and you’ve got every opportunity under the sun: ‘There’s bound to be a teacher who’s interested in what you’re doing who’ll help you get set up.’ Lively speaker programme: chief engineer of Mercedes had been in the previous night; podcast buffs excited by upcoming visit of historian Dominic Sandbrook.

CCF compulsory in year 10 and given the sense of service we felt as we walked around the school we were not surprised to learn that it’s 400-strong. ‘Army’s the best because you get to put paint on your face and run into the woods,’ sixth form girls told us. Marching band leads the parade down to the town’s war memorial on Remembrance Day. We watched them rehearse in the bitter cold for an upcoming gig at Franklin’s Gardens, home to the Northampton Saints. Row after row of them, many woolly-hatted and fingerless-gloved, on trombones, bagpipes, French horns and drums as they marched around the concrete, ‘left, right, left, right’: complete joy. Almost every third former will do their bronze Duke of Edinburgh and 80 signed up for gold last year.

Pupils feel it’s ‘a bit off’ if you don’t put your hand up for things. Day pupils squeeze a lot in: ‘We can do everything that boarders can do, tonight I’m going reeling and then into a boarding house for dinner.’ Exhausting and exhilarating.

Smart new sports centre, also open to local community, opened in 2020: no wonder sport is ‘part and parcel of daily life’. Thrice weekly everyone stops what they’re doing to get involved; ‘compulsion with some choice’ is how school describes the approach. Core sports are rugby (boys), hockey (everyone), netball (girls), with cricket, tennis or athletics in summer. Rowing and swimming optional throughout the year. Sports expand from year 10, including boys’ football, sailing, squash. From sixth form, girls’ football and rugby, basketball (growing) and everything from fives to dance to small bore shooting. Golf simulators on site and pupils play at local club; no equestrian on site but pupils ride locally. Pool – 50 metres of it – can be split into two and its floor moved up and down.

‘Sport here is social,’ pupils tell us, fresh out of Christmas-themed hockey practice; ‘If you’re not in the firsts or seconds, it’s more about having a run around.’ That said, first XV just had their most successful season for a decade, perhaps inspired by school’s links with Northampton Saints. Lots play club and county cricket to a high level, eg at nearby Northants. Swimmers reached ESSA finals last year. A few hockey teams undefeated last year. Not a school for someone who prefers scrums to sums, but plenty around for those who enjoy both.

Three-quarters are full boarders; it’s that or day, except in years 7 and 8 who have weekly or half-weekly options. School recognises ‘increasing nervousness’ around full boarding but, hard as it is for mum and dad to hear, ‘What you want at 15 is your pals, that buzz.’

Year 7s join the Berrystead (boarders) or Scott House (day), a self-contained zone in which the youngest can ‘gently become 13-year-olds’, says head. From 13+, five houses for girls and eight for boys, around 12 pupils in a year group. All houses have shared rooms from first year with separate study areas. Some have single rooms from lower sixth and all have singles in upper sixth. Food reviews a bit mixed; each house has its own catering team, all part of school’s in-house catering offer. Houses have their own personalities, but admissions team are ‘incredible’ at working out who goes where and we didn’t meet any disappointed customers. Current focus is on moving a girls’ boarding house from periphery into the centre of town.

We visited two, both very homely. Sky Sports and a pool table for the boys; ‘On a Sunday, third form will stick on a Bond film and promptly fall asleep,’ their housemaster told us with paternal warmth. After a convivial lunch with the Sanderson girls, they showed us around their digs, decked out for Christmas with tinsel and baubles galore, nothing too tasteful. Someone had dug out Christmassy jigsaws for the common room: this is a second home, and cosy evenings with a puzzle are as much a part of school life as any other moment in the week.

An incredibly civilised place. Pupils sit down for meals in house at breakfast, lunch and supper, joined by housemasters or housemistresses, known as hsms (say it phonetically: ‘hzms’). Dining rooms – ‘where relationships are made’ – central to every house; house swaps, organised by pupils, allow for mingling on a Saturday night. The result? Beautifully mannered, well-spoken, engaging teenagers, the type we’d be delighted to take home for an exeat. ‘House plays, house debating, house music get them through the winter months,’ staff say.

Advice about where to go if you need support is ‘plastered everywhere’, say pupils: ‘Everybody knows that you can go to the Clayton Rooms, no questions asked, if you’re struggling,’ where you’ll be welcomed by a team of five, plus Mabel the Labrador, offering therapeutic support. Pupil pastoral forum an important body of sixth formers representing pupil voice on equality of gender and race, health and mental health, charity, the environment, LGBTQIA+, digital issues and neurodiversity.

Bad attitudes not welcome: ‘Teachers want to teach you and you want to learn,’ pupils explained, ‘so they’re lenient with us, unless we’re deliberately apathetic or not engaging.’ As we walk around, teachers and pupils chat easily to each other, be it strategy for an upcoming hockey fixture or speculation about what’s for supper. Discipline relies on high expectations and mutual respect. ‘If someone wants to read their book 15 minutes longer at night, that’s fine,’ one hsm tells us. Sixth formers key to helping: ‘Their wisdom trickles down organically,’ he laughs.

No obvious nerves about teenagers overstepping the mark around town, either. Independence comes slowly but surely: from year 9 they can pop into Co-op and local cafés; from their 18th birthday, they can have up to two drinks in the pub, provided hsm kept in the loop. ‘It’s a conversation rather than something that’s hidden,’ says the ever-rational Mrs Kerr-Dineen, ‘and if they get it wrong they understand that they’ll be in here with me.’ Alternatively, they hit the Club, a common room for sixth form: ‘There’ll sometimes be 50 of us on the dance floor on a Saturday night,’ pupils say. For years 7 to 10, no smartphones (only Nokia bricks), but access progressively more relaxed as they approach the top of the school.

For once, school does not have to claim that there’s no ‘typical’ pupil – here, it goes without saying, and we couldn’t quite put our finger on who Oundelians are. Not country bumpkins – much more cosmopolitan, more switched-on than that – but not city slickers, either. Privileged, yes, but not spoiled: one local purveyor of doughnuts has fallen from favour since the price was raised to 65p and many parents are double incomers, working full tilt. Full boarding makes for a much more national demographic than the weeklies, including significant Scottish contingent; a quarter live overseas, including eight per cent whose parents are expats.

The full boarding model and the drive from the south-east protect this super school from too much flashiness or cool. Instead, we found delectable Jane Austen-style architecture but without any of the accompanying floppy-haired entitlement, a place where technology and table manners are given equal importance. Oundle’s a high-flyer and yet firmly grounded, just like the pupils that give it such spark. An understated winner.