Clayesmore School Review 2026: Inclusive Boarding With Strong Community Focus

Founded in 1896 by educator Lex Devine, Clayesmore has spent over a century developing students across its sprawling 62-acre Dorset estate. The school moved to its current location, Iwerne Minster, in 1933, taking residence in a manor house designed by renowned Victorian architect Alfred Waterhouse. Today, with approximately 400 students in the senior school (ages 13-18) and 150 in the prep school (ages 3-13), Clayesmore operates as a genuinely all-through institution where day and boarding pupils share a common experience. Led by Headmistress Joanne Thomson since 2021, the school embraces an inclusive ethos that welcomes pupils of varying academic abilities while maintaining ambition for those seeking Oxbridge and Russell Group places. The spirit of the founder remains central: education combines academic rigour with values, leadership, and a commitment to helping each child discover their individual strengths.

Clayesmore occupies a distinctive position in the independent school landscape. Rather than operating as a highly selective academic powerhouse, it positions itself as an inclusive community where both high achievers and those needing additional support find their place. The main building, originally constructed in 1878 for the Iwerne estate, anchors the campus; Alfred Waterhouse's Victorian architecture blends with modern additions and converted period buildings scattered across the grounds, creating a sense of learning within a country property rather than a traditional school complex.

The school became co-educational in 1975, a move that fundamentally shaped its character. Today, boys and girls share houses and activities, fostering genuine integration rather than parallel programmes. This mixed cohort reflects Clayesmore's philosophy: accepting approximately 50% of pupils as boarders and 50% as day students creates a genuinely "all-in" culture where weekends feel populated and purposeful.

The pastoral dimension here is notably warm. Staff turnover is low, and relationships between staff and students are characterised by genuine care. The school is small enough that kitchen staff know boarders by name. This creates an atmosphere quite different from larger institutions; Clayesmore feels less like an institution and more like a large, organised family. Younger boarders begin in Year 3 and progress through a system of five separate boarding houses; older students occupy distinct girls' and boys' houses, each with common rooms and kitchens for communal living.

A significant development occurred in September 2025: Clayesmore joined the Inspired Learning Group, a portfolio of 31 schools and nurseries across the UK. This represents the school's first change in ownership structure in its 130-year history. Leadership remains consistent under Joanne Thomson, with the school emphasising continuity of ethos and values.

GCSE Performance

Clayesmore's examination results reflect an important reality: this is a non-selective independent school accepting a wide range of student abilities. The school's GCSE cohort is not homogeneously high-achieving, which shapes the headline figures. With an Attainment 8 score of 25.7, the school sits below the England average of 45.9. This positioning — approximately 83rd percentile, or bottom 17% nationally (FindMySchool ranking)—indicates that GCSE performance is not a standout strength.

However, context matters significantly. The school explicitly recruits students "who may require support or a flexible curriculum," operating a dedicated Teaching and Learning Centre for those needing academic scaffolding. Within this cohort, progress from starting points is the more meaningful metric. Approximately 33% of pupils achieved top grades (9-7) at GCSE in 2025, a figure that masks the diversity of intake and starting positions. For families seeking guaranteed top-tier GCSE results, this is not the school; for those valuing broader development and genuine inclusion of mixed-ability cohorts, the picture is more nuanced.

A-Level Performance

A-level results show similar patterns. With 38% of students achieving A*-B grades (compared to 47% nationally), the school ranks 1591st in England for A-level outcomes, placing it in the lower portion of A-level performers (FindMySchool ranking). Approximately 28% achieved A grades specifically, and the school offers 17 A-level subjects alongside 6 practical BTECs, providing flexibility for those pursuing vocational or applied pathways.

The sixth form, however, remains a point where the school gains traction. Leavers progress to universities, with a meaningful percentage entering Russell Group institutions. In 2024, the school recorded 5 applications to Oxbridge, resulting in 3 offers but 0 acceptances — a reminder that elite university places remain challenging even at schools with supportive sixth form structures.

The curriculum follows the English national framework but with noticeable breadth. Languages include French from Year 9, with uptake of Spanish and other modern languages. Sciences are taught separately, providing depth for those pursuing STEM pathways. The school offers BTECs alongside GCSEs, acknowledging that not all students thrive within traditional examination structures.

A notable innovation is the LEX programme, introduced recently across weekends. Named after founder Lex Devine, LEX provides enrichment sessions, trips, and experiences designed to develop practical life skills — financial literacy, household management, social responsibility — rather than pure academics. This reflects a deliberate philosophy: education extends beyond examination grades to preparing young people for independent, purposeful adult life.

Teaching appears constructive and personalised. Class sizes remain small, typically 14 pupils on average, dropping further at A-level. The Teaching and Learning Centre operates as a dedicated space where students can access support with study skills, curriculum scaffolding, and exam technique. Staff relationships with students are notably positive; pastoral staff know individual circumstances and learning profiles deeply.

Approximately 43% of 2024 leavers progressed to university, with a further 27% entering employment and 3% to further education. This distribution reflects the school's inclusive intake; not all Clayesmore pupils aim for traditional university routes, with some pursuing apprenticeships or direct employment in skilled sectors.

For sixth formers entering higher education, destinations span a range including Russell Group institutions. The school operates an Oxbridge preparation programme for interested candidates, though numbers securing places remain modest (0 acceptances in the most recent measured year, though offers are regularly achieved). Sixth formers are supported through a dedicated careers department offering university visits, application guidance, and pathway exploration.

The wide range of leaver destinations reflects Clayesmore's philosophy: students pursue routes aligned with their abilities, interests, and ambitions, whether that is RADA entry for drama-focused pupils, skilled apprenticeships for those preferring applied learning, or traditional university progression.

Music: A Rich Tradition

Over 70% of pupils play an instrument, creating a deeply musical community. The school hosts weekly small concerts and termly major performances. Ensembles tour internationally: recent trips have included performances in Italy, Belgium, Germany, and Spain. The choir performed at St Mark's Basilica in Venice, a significant honour reflecting the calibre of musical achievement. Graduates progress to prestigious music conservatoires including the Royal Academy, Royal Holloway, and the Royal Northern College of Music.

Drama and Theatre

Theatre is embedded within the school culture. Productions occur throughout the year across multiple venues. The approach emphasises accessibility: every pupil can contribute, whether as actor or technical crew member. This "everyone involved" ethos means theatre remains a community activity rather than an elite pursuit.

Sports: Sport for All

The philosophy here is inclusive. While the school excels at hockey, with national team representation, and has notable success in cross-country and biathlon, the underlying principle is provision for all ability levels. Individual pupils have represented county, region, or England in hockey, cross-country, netball, dressage, eventing, and water polo. Main sports include rugby and cricket (boys), hockey and netball (girls), with tennis, swimming, athletics, basketball, football, cross-country, squash, riding, and rowing available to all.

Facilities are comprehensive: a full-size floodlit all-weather hockey astroturf, multiple tennis courts, a 25-metre swimming pool, and extensive playing fields stretching beneath Hambledon Hill — some of the most beautiful sporting pitches in southern England.

STEM & Clubs

The STEM Club operates alongside subject-specific societies. Duke of Edinburgh's Award runs to Gold level, with watersports, equestrian activities, climbing, and walking complementing the formal programme. Pupils participate in country sports experiences and outdoor skill development.

The Writer's Block café, located between prep and senior schools, serves a dual purpose: a social hub for sixth formers and a practical introduction to independent university-style studying. Pupils can meet, revise, and develop autonomy in a café environment.

Additional clubs include Debating, Chess, Eco Club, and Film Club. The school encourages pupils to propose and run their own clubs and societies, fostering leadership and initiative.

Creative Arts & Design

Art, design, and photography thrive. The school maintains specialist studios for ceramics, printmaking, and sculpture. Recent pupils with architectural interests have secured placements on prestigious courses, including at Hauser and Wirth's Somerset branch. The art department is described as "truly inspiring," offering hands-on exploration of traditional and contemporary media.

Day fees for the senior school range from approximately £7,000 to £9,000 per annum (prices vary by year group). Boarding fees operate on a termly basis at approximately £8,500-£12,000 per term, with annual equivalents around £25,500-£36,000 depending on boarding tier and year group. All fees are inclusive of VAT from January 2025.

The school offers means-tested bursaries to families demonstrating financial need. Scholarships exist for academic achievement, music, sport, art, and drama, typically offering 10-25% fee reduction. Sibling discounts are available, and scholarships may be supplemented by bursaries for eligible families. Families should contact the Head of Finance for individual assessment of support availability.

A deposit system operates: transfer from prep to senior requires only the balance between deposits (rather than full new deposit) if progressing internally. International families have fixed deposit policies for different lengths of stay.

Entry occurs at multiple points: Year 9 (age 13-14) is the primary secondary entry, with approximately 50-60% of intake arriving from outside the school. Year 10 entry (GCSE commencement) is possible for selected candidates. Year 12 (sixth form) welcomes external applicants. The school explicitly states that "all students joining must have the potential also to pass at least 6 GCSEs," though many achieve significantly higher.

Boarding commences in Year 3 onwards. Approximately 50% of pupils board, with full boarding dominant; this creates a school that does not empty at weekends. Weekly and flexi-boarding options exist for those requiring flexibility. The school attracts families from London, the South East, overseas, and military backgrounds.

The school is transparently non-selective at entry, particularly in the main school years. It becomes "more academically selective in later year groups," particularly for sixth form, reflecting natural filtering as pupils progress. No formal entrance examinations are required for Year 9; assessment focuses on potential and fit rather than achievement at primary school.

Pastoral structures are notably strong. The house system creates stable pastoral bases where each house is run by dedicated pastoral staff responsible for individual wellbeing. Boarders benefit from a trained team and matrons (termed "dames") who know when students are unwell or struggling.

The school employs counsellors and operates a dedicated support structure for pupils experiencing emotional or behavioural challenges. Staff-pupil relationships are characterised by genuine warmth; pastoral staff are accessible and responsive. The Teaching and Learning Centre, mentioned earlier, serves both academic and wellbeing functions — students can seek help with study but also with managing stress or academic anxiety.

Behaviour expectations are clear and consistently enforced. The school operates from a foundation of kindness; sanctions focus on restorative approaches rather than purely punitive measures. Older pupils are encouraged to support younger boarders, fostering a mentoring culture.

School hours typically run 8:50am to 3:20pm for day students. Boarders follow structured timetables with evening activities, study time, and house-based relaxation. Exeats (leave weekends) operate every three weeks, allowing boarders to return home.

The nearest train station is Gillingham, approximately 20 minutes away by taxi, with regular services to London. From London, travel takes approximately 2.5 hours; from Heathrow, approximately 2 hours. The school is accessible but rural, suiting families comfortable with distance or overseas pupils requiring boarding.

Non-selective intake means mixed cohort outcomes. Unlike highly selective independent schools, Clayesmore accepts a genuinely broad range of abilities. This creates a rich, inclusive community but means that GCSE and A-level results reflect this diversity. Families seeking elite academic performance should carefully review results data and speak to the school about cohort composition and student progress from starting points.

Boarding dominates culture. With 50% boarding, weekends are active and populated. This creates genuine community but means that families choosing day places may feel somewhat separate, particularly during boarding-centric activities or weekend programmes. Day and boarder integration is real but requires consideration.

Recent change in governance. The September 2025 move to the Inspired Learning Group represents significant organisational change. While leadership remains consistent and the school emphasises continuity, families should satisfy themselves that this transition aligns with their values and educational priorities. The school is now part of a larger portfolio rather than an independent entity.

Investment in inclusion comes with trade-offs. The substantial Teaching and Learning Centre and non-selective admissions reflect genuine commitment to supporting diverse learners. This means the school is less highly selective and achievement-focused than some alternatives. For families prioritising inclusivity, this is a strength; for those seeking a purely high-achieving cohort, this warrants reflection.

Clayesmore offers a distinctive all-through boarding and day school experience rooted in inclusive values and genuine pastoral warmth. This is not a school that prioritises academic rankings above all else; rather, it seeks to develop each child's individual potential within a supportive, mixed-ability community. For families valuing boarding culture, creative and sporting opportunities, and an environment where children of varying abilities flourish alongside one another, Clayesmore delivers authentically. For those seeking purely elite academic outcomes or a highly selective cohort, alternatives may better suit. The school's genuine commitment to kindness, service, and individual development — inherited from its founder's vision — remains credible and visible. Best suited to families comfortable with mixed-ability inclusion, valuing pastoral warmth alongside academics, and seeking a genuinely all-through boarding experience in beautiful Dorset countryside.