In 1854, when the Corporation of London established this school in Brixton to educate orphaned children of city freemen, few could have imagined it would evolve into one of England's finest co-educational day and boarding schools. Today, set within the serene 57-acre expanse of Ashtead Park in Surrey, Freemen's combines that heritage of principled opportunity with contemporary academic rigour. The school ranks 70th for GCSE (FindMySchool ranking), placing it in the top 2% of schools in England in England at the top 2% of schools. In A-levels, it sits 58th in England (FindMySchool data), in the top 2%. What distinguishes Freemen's is not merely its results, impressive though they are, but its refusal to be elitist. Students describe being genuinely encouraged to find their strengths, whether in classics or coding, netball or ceramics. With around 950 students aged 7 to 18 and approximately 60 boarders, the school balances scale with intimacy, and academic ambition with humanity.
Step onto the campus and the layered history becomes immediately apparent. Victorian and Edwardian buildings sit alongside modern structures erected over the past two decades: the award-winning swimming pool (25 metres, six lanes), the purpose-built Walbrook House boarding accommodation opened in 2014, and the refurbished Sixth Form Centre housed in the Grade II-listed Main House. The effect is not jarring but rather a visual conversation between tradition and progress. The 57 acres themselves impose calm. Playing fields stretch toward tree lines, and the architecture, whether restored or recently constructed, speaks of investment in student life beyond the classroom.
Headmaster Roland Martin, in post since 2015 having previously led Rendcomb College, describes a personal journey that shapes his philosophy: he was educated at Rendcomb as a full boarder after his father's death, and credits that experience with transforming his life. This empathy translates throughout the school. Students consistently report feeling known by adults. Form tutors, heads of year, counsellors, and the school chaplain create a network that older pupils trust. In the boarding house, staff live alongside boarders, and the environment is deliberately scaled to foster family-like relationships rather than institutional distance. The school's mission, to "learn, lead, and make a difference", moves beyond marketing language because the structures exist to support it.
Mixed-gender education is fundamental. Girls and boys move through classrooms and corridors as equals, and leadership opportunities are distributed equally. The annual tradition of the Lord Mayor's Banquet, where head students meet with civic leaders and occasionally senior politicians, embodies the unique connection to the City of London, a distinction that few schools can claim.
In 2024, 86% of GCSE grades achieved 9–7 (the highest bands), with 40% reaching the top grade of 9. This compares strikingly to the England average, where just 54% achieve grades 9–7. The school's GCSE rank of 70th in England (FindMySchool ranking) places it firmly in the top 2% of schools in England, the top 2%. Breaking this down further illustrates the breadth of achievement: two-thirds of all grades are A* equivalents (9–8), and 87% of grades are A* or A (9–7 combined). Value-added measures confirm that pupils progress above their starting points, indicating effective teaching rather than selection alone.
At A-level, the picture is equally impressive. In 2024, 72% of grades achieved A* or A, with 33% at A* alone. The 91% A*–B figure demonstrates consistency at the highest level. The school's A-level rank of 58th (FindMySchool data) places it in the top 2% in England, the top 10% of schools in England Mathematics and sciences are particular strengths, unsurprising given the school's "Women in STEM" scholarship initiative for female mathematicians entering the sixth form.
The academic trajectory culminates in strong university placement. 77% of leavers progress to Russell Group universities. Beyond that headline figure, eight students secured Oxbridge places in 2024, a respectable outcome that reflects the competitive environment but also realistic expectations. Leavers typically head to Durham, Exeter, Edinburgh, Bristol, and Bath alongside Oxbridge, with strong representation in STEM subjects, humanities, and creative programmes. The Extended Project Qualification (EPQ), now embedded in two of the three sixth form pathways, develops independent research skills valued by leading universities.
England ranks and key metrics (where available)
A-Level A*-B
91.19%
% of students achieving grades A*-B
GCSE 9–7
86.25%
% of students achieving grades 9-7
The curriculum follows traditional foundations, clear disciplinary structures in English, mathematics, sciences taught separately, and languages from Year 7 onwards, while remaining responsive to the contemporary world. Teachers possess strong subject knowledge and, according to the latest ISI inspection, create learning environments where pupils develop deep understanding rather than surface learning. Class sizes support this: while lower years operate at sustainable numbers, A-level sets often drop below fifteen, enabling individualised attention.
Teaching is structured around clear objectives and consistent feedback. Lessons observed by inspectors in October 2025 showed staff building strong relationships with students, encouraging a growth mindset where mistakes become learning moments rather than failures. The school explicitly embraces modern challenges: artificial intelligence, digital citizenship, and computational thinking are woven through provision. At the same time, subjects like Latin and Greek remain available, appealing to pupils drawn to classical study.
Differentiation within mixed-ability classes is supported by setting in mathematics, science, and languages from Year 9, allowing both challenge and precision support. For students with SEND, specialist learning support staff provide small-group and one-to-one interventions in literacy, numeracy, and exam techniques, with every teacher trained in inclusive practice.
The co-curricular programme stands out as genuinely exceptional. The school boasts over 90 clubs and societies, with fresh options created each term, often initiated by sixth formers who lead younger students in activities ranging from origami and karaoke to military history. This peer leadership is intentional and celebrated. The atmosphere cultivates resilience, teamwork, and communication, qualities that serve students far beyond school.
Music occupies a distinctive place. The dedicated music block houses a professional-standard acoustic concert hall featuring a Steinway grand piano, a recording studio, live band practice spaces, a Mac suite, and two dozen individual practice rooms. This infrastructure supports orchestras, choirs (including the Chapel Choir), jazz ensembles, and wind bands. Student musicians perform regularly at London venues including Milton Court and St John's Smith Square, raising the bar for what student music-making can achieve. For those learning instruments, regular lessons are available at £325 per term. While some parents note that encouragement for non-ensemble players could expand, the pathway for committed musicians is unparalleled in most school settings.
Drama thrives in the purpose-built Ferndale Theatre, a professional-standard performance space with lighting and sound capabilities that rival many independent theatres. Recent productions include Alice in Wonderland and Lord of the Flies, staged in a newly constructed outdoor classroom. There is even a dedicated special effects club. The theatre hosts school concerts, allowing music and drama to converge. Students working in technical roles, lighting design, sound engineering, set construction, develop industry-relevant skills. Drama scholarship places (worth up to 50% of fees) are available to those demonstrating significant ability.
90% of pupils participate in formal fixtures, and the majority engage in physical activity three or more times weekly. The school's philosophy is inclusive: whether pursuing first team rugby or recreational hockey, there is structured pathway and adult support. Primary sports are rugby union, hockey, netball, and cricket, with secondary offerings spanning athletics, cross-country, swimming, tennis, badminton, football, and gymnastics. The 25-metre swimming pool, opened in 2017, elevates aquatic provision to competitive standard. A floodlit astroturf allows hockey to run through winter evenings. The combination of facilities and coaching depth means that talented athletes receive genuine support without creating a culture where sport dominates the school's identity.
Over a hundred students participate in the Combined Cadet Force (CCF), with Army and RAF sections available from Year 9. Even the headmaster has recently begun CCF training, signalling institutional commitment. The Duke of Edinburgh's Award is embedded: nearly every Year 9 student undertakes Bronze, with many progressing to Silver and Gold. Robotics clubs and coding societies appeal to pupils fascinated by engineering and computer science. The school's "Women in STEM" initiative extends beyond mathematics scholarships to encourage girls into science and technology fields where they remain underrepresented in England.
Approximately 150 clubs exist across academic, creative, physical, and service categories. Examples include the Model United Nations, chess (regular competition players), debating, forestry conservation work, and service initiatives supporting local charities. Sixth formers establish clubs annually, the origami society is a recent example, founded by two Year 13 students who now lead younger pupils in meditative paper-folding. This model transfers leadership from adults to peers, building confidence and initiative. The message is clear: the school genuinely believes every student can excel in something, and structures exist to help them discover what that is.
Tuition fees for the academic year 2025–26 (VAT included) are as follows:
A non-refundable registration fee of £200 applies to all applicants. To secure a place, day pupils must pay a £2,000 deposit (£500 offset against first term fees; £1,500 held without interest and returned when leaving). Boarding pupils pay a deposit equivalent to one full term's fees.
Additional costs include lunch (£285–£319 per term, depending on phase), music lessons (£325 per term plus £44 for instrument hire), speech and drama tuition (£16 per session), and educational trips billed termly. These extras should be factored into budgeting.
This is where the school's founding mission manifests tangibly. Bursaries covering up to 100% of tuition fees are available to academically able students entering Years 3, 7, 9, and 12. Awards are means-tested and subject to annual review, but the commitment is genuine: the school aims for 10% of the pupil body to be in receipt of bursary provision by 2030, up from current levels. Bursary pupils receive the same pastoral and academic support as fee-paying peers, with no distinction.
Scholarships are awarded for academic excellence, music, sport, art, and all-round achievement, typically providing 10–25% fee reduction and carrying prestige. A distinctive "Women in STEM" scholarship for female A-level mathematicians is available, supporting the school's effort to broaden participation in physics and engineering. Scholarship holders are offered a programme of enrichment talks, educational visits, and access to senior school clubs.
Fees data coming soon.
Year 12 and 13 students move into the refurbished Main House, a dedicated sixth form centre with study spaces, library facilities, and social areas designed around their needs. Three A-level pathways accommodate different profiles: four A-levels for those taking mathematics and further mathematics; three A-levels with the Extended Project Qualification (EPQ) for independent research; or three A-levels with the Free Minds enrichment programme. This flexibility recognises that students have different aspirations, some pursuing competitive STEM university places, others balancing breadth with depth.
The range of A-level subjects is substantial: beyond traditional sciences and humanities (including Latin and Philosophy/Ethics/Religion), students can pursue Psychology, Drama, Design & Technology, Computer Science, and Sport Studies. The EPQ develops skills in critical thinking, project planning, and independent research, precisely what leading universities seek.
For Year 13 boarders, the school has created an Independent Living Suite within Main House, featuring self-contained bedrooms and shared facilities. This bridges the gap between school accommodation and university halls, allowing students to practise independence while maintaining institutional support. It is a thoughtful touch that recognises the developmental stage students occupy.
Boarding at Freemen's differs markedly from the stereotype. With approximately 60 resident boarders in Years 9–13, housed in Walbrook House, the community feels intimate rather than institutional. Around half the pupils are international, with nationalities cited including Nigeria and Germany, as well as Hong Kong, China, South Korea and Tanzania. Rather than clustering, boarders are integrated with day students across the academic and co-curricular life of the school.
Walbrook House operates in "pods" of up to 10 pupils, with single and double bedrooms, shared bathrooms, and common areas in each pod. Central to the building are large open-plan lounges, quiet zones, device-free relaxation spaces, snooker tables, and areas for organised house activities. Staff live on-site and know each boarder individually. A nursing sister provides health support, and peer mentoring systems pair older boarders with newer arrivals. Weekend exeats every three weeks allow family contact, and flexi-boarding options cater to those needing occasional residential provision.
Boarding fees for Years 9–11 are £18,190 per term (full boarding, VAT included), or £16,355 for weekly boarding. For Years 12–13, these rise to £18,645 and £16,810 respectively. While substantial, the fees include accommodation, meals, and pastoral care. The smallness of the cohort means support is genuinely personalised, and discipline is maintained through relationship rather than rule-book rigour.
The school admits through entrance tests and interviews at multiple entry points: Year 3 (age 7), Year 7 (age 11), Year 9 (age 13), and Year 12 (age 16). The assessment varies by age: younger entrants sit papers in English, mathematics, and non-verbal reasoning; older candidates face subject-specific tests in addition to interviews evaluating enthusiasm for learning, communication skills, and fit with school values.
For Year 7 entry (the traditional secondary entry), the admissions season typically runs from autumn of Year 6 through February of Year 6, with offers released in late February. The school emphasises that entrance tests are designed to assess potential and learning profile rather than knowledge alone. An interview and activities session carry significant weight, allowing selectors to understand each child's interests and readiness for the environment. Early registration is advisable, particularly for Year 7, where demand exceeds places.
Places are offered based on academic performance, interview impression, and availability. The school reports that approximately 15 newcomers typically join in Year 9, primarily from local independent schools, with a handful of international students. This means most places in secondary years go to internal progression from the junior school, a point prospective external candidates should consider when planning applications.
Students consistently report a big focus on wellbeing. The pastoral structure is comprehensive: every student has a form tutor who monitors academic progress and overall development; heads of year and section provide subject-specific guidance; a school counsellor offers confidential support; and an Anglican chaplain (Reverend Jon Prior) provides spiritual and pastoral care for students of all faiths and none. For boarders, the structure intensifies: Walbrook House staff, peer mentors, and nursing sisters create a multi-layered safety net.
The school actively teaches emotional literacy and resilience. Mental health training for staff is a priority, and online safety is covered annually. Behaviour is managed through restorative approaches emphasising relationship and learning from mistakes. The ISI inspection in October 2025 confirmed that safeguarding standards are robust and that pupils feel genuinely safe and supported.
For students with additional needs, the Inclusive Learning Department offers specialist support including educational psychology input, neurodiversity awareness training, and study skills coaching. SEN support is not segregated but integrated into mainstream classrooms wherever possible, with additional help available where needed.
8:50am to 3:20pm (standard day). Breakfast club operates from 7:45am; after-school club runs until 6pm.
The school sits at Ashtead Park in Surrey, approximately 30 minutes from London Victoria/Waterloo by train and 20-25 minutes' walk from Ashtead Station. Regular direct services run from central London, making day attendance feasible for families in south-west London and beyond. The school website provides detailed travel guides. Many day pupils are driven or walk; coach services to local areas operate on match days.
The 57-acre estate includes playing fields, courts, the 25-metre swimming pool, floodlit astroturf, music block, art and design centre (with dedicated studios and printmaking facilities), science centre, and the Ferndale Theatre. Internet connectivity is excellent, and the school library is well-stocked and welcoming. Computing suites support coding and digital skills. The whole campus is accessible for pupils with mobility requirements.
Selective entry. This is an academically selective school where entrance tests and interviews determine admission. Families should prepare children thoroughly and recognise that many applicants will be disappointed. The school is not suitable for pupils who have not demonstrated academic readiness or whose learning profile requires specialist assessment and provision beyond what mainstream independent education offers.
Boarding is small-scale but integral. If considering boarding, understand that the environment is tightly knit. With approximately 60 boarders integrated into a school of 950, boarders experience both belonging and normalcy. However, this smallness means places are limited and competitive. International families should plan boarding applications well in advance. Flexi-boarding is available but requires advance notice.
Fees are at the independent school midrange. Day fees of £10,142 per term (£30,426 annually for Years 9–11) are substantial. Boarding fees (£18,645 per term or £55,935 annually for Year 12–13) place Freemen's in the upper tier of UK independent boarding. The bursary scheme genuinely supports talented students unable to afford full fees, but families should investigate eligibility early. Additional costs (music, trips, lunch) add to the budget.
Not purely selective by academic achievement. While entrance tests are rigorous, the school considers personal fit, potential, and alignment with its values. A child who achieves strong test scores but shows no intellectual curiosity or capacity to engage with others may not gain a place. Conversely, a capable child whose profile shows resilience, kindness, and enthusiasm may succeed even with marginal test scores. Interviews matter significantly.
Building community requires commitment. The school thrives on active participation in co-curricular life, leadership, and service. Families who view school as purely an academic vehicle, with no interest in clubs, sports, or enrichment, may find the culture misaligned with their expectations. The ethos assumes that education shapes the whole person, not just grades.
City of London Freemen's School delivers elite academic results without arrogance or pressure-cooker intensity. The 86% A*–A GCSE figure and 72% A*–A A-level performance place it among England's finest, yet the school consciously resists becoming elitist. Instead, it creates space for curiosity, kindness, and leadership across the full spectrum of human talent. The boarding community is intimate and genuinely warm, the music and drama provision rivals independent schools costing significantly more, and the pastoral care is thorough and humane.
This school suits families seeking academic rigour balanced with development of character and resilience. It works well for day pupils living within reasonable distance of Surrey and for boarders (particularly international families) seeking a smaller, more relational boarding environment. Ambitious families drawn to a school with depth, where strength in mathematics coexists with serious drama, and where leadership is taught through peer mentorship, will find Freemen's compelling.
The main consideration is financial: fee costs are substantial, and while bursaries exist and the school is actively expanding access, not all talented families will afford full fees. A second consideration is selectivity: entrance is competitive, and families should approach applications with realistic expectations. For families who clear these hurdles and whose children align with the school's mission to learn, lead, and make a difference, Freemen's delivers an education that extends far beyond grades.
Yes. The school ranks 70th in England for GCSE (top 2%, FindMySchool ranking) and 58th for A-levels (top 2%, FindMySchool data). The most recent ISI inspection (October 2025) found the school met all regulatory standards and rated the quality of education and pupils' academic achievement as excellent. In 2024, 86% of GCSE grades were 9–7, and 72% of A-level grades were A* or A. Eight students secured Oxbridge places, and 77% of leavers progressed to Russell Group universities. Beyond results, pupils consistently report feeling known and supported, and the co-curricular provision is genuinely exceptional.
Day fees for 2025–26 are £7,554 per term (Years 3–6), £8,392 (Years 7–8), £10,142 (Years 9–11), and £10,596 (Years 12–13), all VAT inclusive. Boarding fees are £18,190 per term for Years 9–11 and £18,645 for Years 12–13 (full boarding). Weekly boarding is £16,355 (Years 9–11) and £16,810 (Years 12–13). A registration fee of £200 and deposits ranging from £2,000 (day) to one full term's fees (boarding) apply. Additional costs include lunch, music lessons (£325 per term), and optional educational trips. Bursaries covering up to 100% of fees are available to means-tested, academically able students, with the school targeting 10% of the cohort by 2030. Scholarships (typically 10–25% fee reduction) are awarded for academic, music, sport, and art excellence.
Entry is selective. Entrance tests in English, mathematics, and non-verbal reasoning (Year 7) are followed by interviews and activities sessions. The school assesses both academic potential and personal fit with its ethos of learning, leading, and making a difference. While test performance matters, interviews carry significant weight, and the school values enthusiasm, intellectual curiosity, communication skills, and alignment with community values. Approximately 15 external candidates typically join at Year 9, with most secondary places filled by internal progression from the junior school. For Year 7 entry, demand exceeds places, and early registration (during Year 5) is advisable. Not all high-scoring test-takers gain places; conversely, some borderline academic candidates are admitted if their profile demonstrates readiness and fit.
The school offers over 90 clubs and societies plus regular sports fixtures. Examples include Model United Nations, chess, debating, robotics, coding, the Combined Cadet Force (Army and RAF sections from Year 9), Duke of Edinburgh's Award (Bronze nearly universal in Year 9), drama ensembles, orchestras, jazz bands, choirs, and subject-specific societies. Physical activities span rugby union, hockey, netball, cricket, athletics, swimming, badminton, tennis, gymnastics, football, and cross-country. Sixth formers regularly establish new clubs each term, often leading younger students. The school reports that around 90% of pupils participate in at least one formal fixture or regular physical activity. Leadership is emphasised; upper students mentor younger participants and lead clubs independently.
Boarding is small-scale and genuinely integrated, with approximately 60 boarders (roughly half international) distributed across Years 9–13 in Walbrook House, a purpose-built facility opened in 2014. Boarders live in "pods" of up to 10 pupils with single and double bedrooms, shared bathrooms, and communal lounges within each pod. Central to the house are large open-plan social spaces, quiet zones, a device-free "chill-out" area, snooker tables, and TV rooms. Staff live on-site and know each boarder individually. A nursing sister provides health support; peer mentors pair older boarders with newcomers. Exeats occur every three weeks, allowing family contact. Flexi-boarding (occasional overnight stays) is available. The environment emphasises safety, independence, and belonging. Boarders perform slightly better academically on average than day pupils, possibly reflecting the structured environment and peer support.
Teaching follows traditional disciplinary structures (separate sciences, languages from Year 7, clear curricula) while remaining contemporary. The school emphasises deep understanding over surface learning, building relationships where mistakes are seen as learning opportunities. Class sizes support individual attention, particularly in sixth form. Setting in mathematics, science, and languages from Year 9 allows both challenge and targeted support. The latest ISI inspection (October 2025) found that lessons observed showed strong subject knowledge, clear objectives, and consistent feedback. Modern challenges including artificial intelligence and digital citizenship are woven through provision. Students with additional needs receive support through the Inclusive Learning Department, including educational psychology input and study skills coaching, integrated into mainstream classes wherever possible.
In 2024, leavers progressed to university at exceptionally high rates, with 77% securing Russell Group university places as their first choice. Eight students gained Oxbridge places. Popular destinations include Cambridge, Oxford, Durham, Exeter, Edinburgh, Bristol, and Bath. Popular subjects include history, business, management, biology, economics, English, physics, psychology, and geography. A smaller proportion pursue further education or apprenticeships. The sixth form's focus on intellectual breadth (through subjects like Latin, Philosophy, and the EPQ) equips students for competitive university applications. Careers guidance begins in Year 9 and intensifies in Years 12–13, with the school hosting university representatives and preparing students for UCAS applications.
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