Opened on St George's Day and Shakespeare's birthday in 1958 — a date that inspired the school's distinctive badge combining the red cross of St George, a Shakespearean dagger, and Berkshire's stag — Charters School has evolved from its modest beginning of 400 pupils into a thriving academy serving over 1,700 students. The school's transformation over six decades reflects genuine institutional ambition. In 2023, the entire main school was rated Good by Ofsted, while the sixth form was separately judged Outstanding, a rare distinction highlighting exceptional post-16 provision. The school ranks 687th in England for GCSE outcomes (FindMySchool ranking), placing it in the top 15% nationally, though A-level results place it in the middle band nationally. What distinguishes Charters is not frantic exam-chasing but rather a balanced commitment to academic rigour alongside genuine enrichment: sport, music, and drama feel intrinsic to school life, not peripheral. Academically accessible to the broad comprehensive intake, the school combines strong results with the kind of pastoral care and community focus that keeps families returning year after year.
Charters sits within the affluent Sunningdale area, surrounded by leafy residential neighbourhoods approximately 27 miles southwest of central London. The campus sprawls across substantial grounds enhanced significantly since its opening; the 1972 additions of ten science laboratories, a games hall, drama hall, and arts facilities transformed it into a proper secondary school, and the 1985 sports expansion made it a recreational hub for the area. In 1992, a purpose-built Library and Resource Centre opened, symbolising institutional investment. The school became one of only three secondary schools in Windsor and Maidenhead to carry the Inclusion Quality Mark, reflecting genuine commitment to pupils with additional needs. Early photographs suggest Victorian and 1950s construction, but the campus feels energised rather than historic.
John Fletcher has led the school since 2020, bringing geography expertise from Lloyd's and a London teaching background. His leadership has established clear values — Unity, Respect, Excellence — that staff and students articulate naturally. The atmosphere parents describe is not pressurised but purposeful. The 'gate-to-gate' policy (mobile phones off upon arrival) signals boundaries respected rather than restrictions resented. Sixth formers enjoy dedicated facilities including a Common Room where enrichment feels genuinely integrated into timetables, not bolted on. The school earned both a School Curriculum Award (1997, presented by the Princess Royal) and a Sportsmark Award, acknowledging decades of balanced commitment to breadth.
In 2024, 38% of GCSE grades were 9-7 (A* and A), compared to 54% nationally — a 16%age point gap. However, deeper metrics tell a fuller story. The Attainment 8 score of 54.5 (on the 0-60 scale) reflects solid four-figure average performance. Progress 8 of +0.25 indicates pupils make above-average progress from their starting points, a meaningful measure since it controls for prior attainment. The school ranks 687th in England for secondary performance (FindMySchool ranking), positioning it in the top 15% of schools nationally. Locally among Ascot schools, Charters ranks 4th, a respectable position within a competitive area. English Baccalaureate entry stands at 32%, with 32% achieving grade 5 or above in the full suite, suggesting strong breadth across academic disciplines.
The sixth form enters a different competitive universe. In 2024, 56% of A-level grades were A*-B, compared to 47% nationally — a genuine 9%age point advantage. The percentages achieving A*/A were 26%. These results place the sixth form in the national middle tier (FindMySchool ranking 877th in England), reflecting solid performance without the elite status some independent sixth forms claim. Subject entries span the traditional academic range; approximately 26 subjects are offered, suggesting genuine breadth for students seeking both specialisation and choice.
England ranks and key metrics (where available)
A-Level A*-B
55.81%
% of students achieving grades A*-B
GCSE 9–7
38.1%
% of students achieving grades 9-7
Ofsted's 2023 inspection noted the quality of education as good across both main school and sixth form. Class sizes average 25 until GCSE, with sixth-form teaching groups typically smaller (averaging 15, maximum 27 for popular subjects). Teachers are described by parents as genuinely passionate about their subjects, and the school's Potential High Achievers programme — which arranges Oxford visits and mentoring — signals active engagement with stretch and challenge. The curriculum follows national frameworks with notable enrichment: French begins in Year 1, setting begins in mathematics at Year 4, and Year 6 receives consolidation sessions before SATs. The school operates close integration between academics and special educational support; a new sign linking the Science Department with the Learning Support Centre reflects visible institutional commitment to inclusion. Extended Project Qualifications and EPQ awards (up to 28 UCAS points) provide sixth-formers with additional academic scaffolding.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Good
In 2024, 69% of leavers progressed to university (cohort n=178), with 16% entering employment, 3% starting apprenticeships, and 2% continuing further education. These figures reveal a school serving genuine comprehensive intake; not all trajectories lead to university. The Potential High Achievers programme specifically targets bright pupils from less traditional university backgrounds, arranging visits to Brasenose College, Oxford and alumni mentoring. Last year one student secured a Cambridge place out of 19 Oxbridge applications, reflecting selective rather than stratospheric outcomes. The absence of Russell Group percentage data suggests modest numbers to leading universities, though the school's wider destinations remain strong among established universities.
Total Offers
1
Offer Success Rate: 5.3%
Cambridge
1
Offers
Oxford
0
Offers
Beyond traditional academics, Charters operates a genuinely extensive enrichment culture that feels embedded in school identity rather than merely offered.
The school maintains a significant drama programme centred on major whole-school productions. High School Musical involved students from Year 7 through Year 13, with approximately 20 students in backstage crew managing lighting desks, follow spots, props, hair and make-up, and stage management. Recent productions include DNA (described as exploring surveillance and ethics, delivered with "gripping, gritty performance"), A Monster Calls, and large-scale musicals. The drama hall — built in 1972 — remains fully utilised; Head of Drama Mrs Ring oversees set design, lighting design, and costume management. The departmental structure suggests serious theatrical ambition, not amateur dramatics.
Approximately 10% of younger pupils receive individual music lessons, reflecting strong uptake. The senior vocal group was praised by external reviewers for quality and gender balance (notably boys carrying bass lines). Multiple music ensembles operate, though specific ensemble names were not detailed in available sources. The school hosts shows and concerts regularly through its calendar. Mr Hoare, Head of Music, oversaw High School Musical's musical direction, indicating leadership invested in complex productions.
Sport remains a defining strength, despite the formal specialist sports status ending nationally in 2010. The 1985 expansion made Charters "the focus of the area's recreational, social and community activities." Current provision includes:
Students scout for England pathways; the FA's Talent Identification team visited campus to assess girls for future Lionesses squads. The games hall and expanded facilities continue to anchor this provision. External coaches supplement staff-led clubs across the Spring, Summer, and Autumn terms.
The school maintains emerging STEM credentials. A dedicated Learning Support Centre now links visually with the Science Department, signalling integrated support. Students participate in computational thinking competitions (the Bebras Challenge). Year 12 chemistry students have attended L'Oréal workshops. The 1972 addition of ten science laboratories reflects historical institutional investment in STEM, and staff appear committed to extending beyond traditional exam-focused teaching.
Sixth-formers integrate enrichment directly into timetables: Model UN participation (General Assembly and Security Council roles), Oxford visits via the Potential High Achievers programme, and subject-specific trips to museums and studios (Spanish sixth-formers visited the British Film Institute). The Library serves as a genuine community space with regular usage. Duke of Edinburgh Award schemes run to Bronze and Gold. The school explicitly encourages student leadership: younger pupils rotate through School Colours recognition, House events build community identity, and the Pride Society reflects active student voice. The extracurricular timetables (General ECAs, Music ECAs, PE ECAs) change termly, with paid external coaching available alongside free staff-led clubs.
The school operates a non-selective, comprehensive admissions policy serving a designated catchment area. Year 7 entry is administered by the Royal Borough of Windsor and Maidenhead, not directly by the school. In the most recent available year, the school received 547 applications for 270 places (ratio of 2.03:1), indicating oversubscription. The planned admission number remains 270 per year group. Admissions are coordinated through RBWM's online portal; the deadline for Year 7 entry is typically 31 October in the year preceding entry. In-year transfer applications are handled throughout the year with no fixed deadline. Children with Education, Health and Care Plans naming the school are allocated places ahead of other applicants. After this cohort, places are allocated by distance from the school gates, though a formal catchment boundary exists. The school's location in Sunningdale makes proximity manageable for many local families, though the last distance offered varies annually based on demand.
For sixth form admission, applicants must meet a 5-GCSE minimum (grades 9-4 including English at 4 and Mathematics at 4, with most subjects requiring grade 5+ English and specific Mathematics grades). Sixth form entry remains competitive for external candidates, who undergo interview processes typically in January-February.
Applications
547
Total received
Places Offered
270
Subscription Rate
2.0x
Apps per place
The school prioritises pastoral structures across both main school and sixth form. Year groups are organised with dedicated Heads of Year and form tutor systems, providing consistent adult relationships. Approximately 2% of pupils have EHCPs; the school's Inclusion Quality Mark status reflects genuine infrastructure for pupils with additional needs. A trained counsellor visits weekly for pupils requiring emotional support. The Learning Support Centre operates closely with academic departments. Behaviour is managed through clear expectations aligned to the school values; discipline is consistent without appearing harsh. Students report feeling known by teachers despite the school's size (1,700+). The Unity Fund provides financial support for families facing hardship — covering trips, uniform, equipment, and holiday food parcels — signalling real sensitivity to cost-of-living pressures. Staff wellbeing receives explicit attention; the school highlights its commitment to teacher support and professional development.
8:50am to 3:20pm for main school. Sixth form may have varying schedules based on timetable structures.
Not explicitly detailed in school literature. Families should contact the school directly for breakfast/after-school care arrangements.
The school serves Sunningdale and surrounding areas within Windsor and Maidenhead. A designated catchment ensures most pupils can access the site on foot or by short car journey. The Royal Borough operates school coach services for eligible pupils. The school is not on a direct train line, but Sunningdale station (for Waterloo-bound services) is nearby, making train commuting feasible for older pupils from further afield.
The campus includes a games hall, drama hall, purpose-built Library and Resource Centre, ten science laboratories, arts and crafts centres, floodlit astroturf, outdoor courts, and gymnasium. The 1985 sports expansion created purpose-built facilities described as area-focused recreational hubs.
Oversubscription: With 2.03 applications per place at Year 7 entry, securing a place is not guaranteed. The catchment area is not purely informal; distance from school gates becomes the determinant after EHCPs and siblings. Families living outside the tight perimeter should verify current distances and demand patterns directly with RBWM.
Academic entry expectations: While the school is non-selective, sixth form entry requires a solid GCSE profile (minimum 5 GCSEs at 9-4, with grade 5+ often needed in your chosen subjects). This creates an implicit ceiling on post-16 progression for pupils not meeting these thresholds.
Size and anonymity risk: With 1,700+ pupils and circa 390 in the sixth form, the school is large. Parents report strong pastoral relationships and teacher knowledge, but large schools can mean some pupils feel less seen than in smaller settings. The school actively counters this through House systems and mentoring, yet individual students should be realistic about anonymity risks in schools this size.
Sixth form is outstanding; main school is good: The 2023 inspection rated the sixth form separately as Outstanding while the main school is Good. This disparity may reflect stronger sixth-form investment, teaching, or engagement. Prospective Year 7 families should recognise the school's main strengths may be in post-16, not necessarily throughout.
Charters School is a genuine comprehensive serving a broad socio-economic intake with solid academic results, genuine enrichment culture, and pastoral structures that feel authentic rather than tokenistic. The school sits comfortably in the top 15% nationally for GCSE outcomes, placing it well above most state schools in competitive areas. What distinguishes it most is the balance: sport and music are not afterthoughts, and drama involves genuine production value. The sixth form's Outstanding rating and 56% A*-B attainment signal particular strength post-16. The school suits families within the catchment seeking good academics without elitism, strong pastoral care, and breadth beyond exam grades. It is neither a pressure cooker nor a drifting comprehensive — a genuinely honest middle position. The main challenge is admissions; oversubscription means living within reachable distance from the school gates is non-negotiable.
Yes. Ofsted rated the main school Good in 2023 across all key areas, with the sixth form separately judged Outstanding. The school ranks in the top 15% in England for GCSE results, with 38% of grades at 9-7. Sixth-form A-level performance is above the England average, with 56% of grades achieving A*-B. Teachers are described as passionate about their subjects, and the school operates genuinely extensive enrichment in sport, music, and drama alongside academics.
In 2024, 38% of GCSE grades were 9-7, with Attainment 8 at 54.5 and Progress 8 at +0.25 (above average). The school ranks 687th in England for secondary performance (top 15%). For A-levels, 56% of grades were A*-B and 26% were A*/A, placing the sixth form in the national middle tier. The Progress 8 measure shows pupils achieve above expected progress from their starting points.
Year 7 entry is competitive, with 2.03 applications per place in recent years. The school has a designated catchment area, and distance from the school gates becomes the determining factor for allocation. Families living outside the immediate area should verify current distances with RBWM's School Admissions team, as last distance offered varies annually.
Yes. Sport is a defining strength with football, netball, rugby, tennis, and athletics squads at multiple year levels. The FA's Talent Identification team visits to scout girls for England pathways. Around 10% of pupils in the younger years take individual music lessons, and major whole‑school productions (for example High School Musical) involve substantial casts and backstage crews. The drama hall, games hall, and expanded sports facilities from 1985 continue to anchor these programmes.
The sixth form was rated Outstanding by Ofsted in 2023, separate from the main school's Good rating. Approximately 390 sixth-formers study 26+ A-level subjects. The Potential High Achievers programme arranges Oxford visits and mentoring. Enrichment is integrated into timetables, including Model UN, subject trips, and the EPQ. Sixth-form specific facilities include a dedicated Common Room.
The school carries the Inclusion Quality Mark, one of only three secondary schools in the borough with this status. Approximately 2% of pupils have EHCPs, and the Learning Support Centre works closely with academic departments and pastoral staff. A trained counsellor visits weekly for pupils requiring emotional support. The Unity Fund provides additional support for families facing financial hardship.
In 2024, 69% of leavers progressed to university. One student secured a Cambridge place from 19 Oxbridge applications. The school does not publish Russell Group or detailed destination breakdowns, though the Potential High Achievers programme specifically supports bright pupils toward selective universities. The school emphasises that not all leavers attend university; 16% enter employment, 3% start apprenticeships, and 2% continue further education.
Get in touch with the school directly
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