Boston Grammar School Review 2026: 470 Years of Selective Excellence

In 1555, when Philip and Mary issued a Royal Charter to establish a free grammar school in Boston, they could scarcely have imagined their school would endure nearly 470 years on the same site. That original charter, framed in the Library (itself built in 1567-1568 as the school's foundation stone) stands as testament to institutional longevity and purpose. The historic 1567 library building, now Grade II listed, forms the architectural anchor around which the modern school operates, a physical reminder that excellence in education is not a recent invention here. Today's Boston Grammar School maintains this selective tradition rigorously, testing all candidates at 11+ through the Lincolnshire Consortium's verbal and non-verbal reasoning assessment. The school ranks 1284th in England for GCSE performance (FindMySchool data), placing it in the typical performance band ; its Sixth Form sits at 1282nd for A-levels (national lower band). A state grammar school serving approximately 863 pupils across Years 7-13, Boston Grammar combines rigorous academic selection with a strong pastoral framework rooted in traditions dating to the Tudor period.

Boston Grammar School carries history visibly. The 1567 Library is not merely a reading room but a living archive where boys study surrounded by period stonework and the accumulated weight of Tudor-era educational purpose. Headteacher John McHenry, in his reflections on the school's recent Ofsted improvement from Requires Improvement to Good, describes the inclusive and welcoming nature of a school where "commitment to excellence and concern for every pupil" shapes the daily experience. The Ofsted inspection noted that leaders have created a calm, orderly environment characterised by positive relationships and high expectations for all.

The school's motto, Floreat Bostona (May Boston Flourish), appears not merely decorative but functionally woven into school life. The school song, written by headmaster Dr G.E. Pattenden in the 1850s and still performed at Prizegiving, Charter Day, and Beast Mart, keeps this Latin aspiration alive in sung form. Boys encounter this language of striving and flourishing from their first day, internalising the expectation that academic achievement and personal growth are interconnected pursuits.

The house system, Muston (named after Robert de Muston, first schoolmaster in 1329), Laughton (after John Laughton, whose 1707 bequest endowed scholarships), Gannock (William Gannock, Mayor of Boston when the school relocated to its current site in 1567), and Parry (Thomas Parry, 1875 benefactor of the Parry Gold Medal for highest A-level achiever), creates a vertical integration where younger and older students share house identity and compete on Sports Day. This structure moves beyond administrative convenience; it grounds boys in the school's past whilst binding them to present community and future achievement aspirations.

Boston Grammar's GCSE outcomes reflect a selective intake but reveal limitations in sustained performance gains post-selection. The 2024 data presents a school where approximately 47% of students achieve grade 5 or above in English and Mathematics combined, below what one might expect from a selective entry school, and well below comparable selective grammars. The raw Attainment 8 score of 51.3 sits slightly above the England average (England average 45.9), but the more telling metric is Progress 8: at -0.42, this indicates pupils make below-average progress from their Key Stage 2 starting points.

This Progress 8 score deserves careful interpretation. Boys entering Boston Grammar at 11+ typically score in the top quartile in England on the 11+ test. The -0.42 Progress 8 suggests the school has not yet translated this selective entry advantage into above-average progress through to GCSE, a challenge rather than a condemnation. Ofsted, during their 2021 inspection (the most recent available), noted that school leaders had significantly improved curriculum planning, with staff commenting that the curriculum was "streets ahead" from where it had been. This improvement trajectory suggests recent structural changes to teaching practice are beginning to bear fruit.

The English Baccalaureate (EBacc) uptake remains modest: 20% of pupils entered EBacc-eligible subjects, with an average point score of 4.69, below the England average of 4.08 in point score but reached by fewer students. This indicates selective engagement with the broad academic pathway, rather than whole-cohort commitment to EBacc rigour.

ranked 1284th in England (FindMySchool ranking), Boston Grammar sits in the typical performance band for GCSE performance, meaning it outperforms approximately 72% of schools but underperforms 28%. Locally, it ranks 2nd among Boston secondary schools, a position meaningful within a specific geography but not reflective of highest- performance in England.

A-Level Performance

The Sixth Form results present a more complex picture. At A-level, the school achieved 28.1% A*-B grades in 2024, below the England average of 47.2% for A*-B combined. The distribution shows 4.8% A*, 8.9% A, and 14.4% B grades, suggesting a strong tail of middle-band performance (C-D) where most students cluster.

ranked 2069th in England for A-level outcomes (FindMySchool ranking), Boston Grammar's Sixth Form sits in the national lower band, outperforming only 22% of sixth form provision. This ranking reflects genuinely challenging results for a selective school whose sixth form should, in theory, comprise higher-achieving students. Two contextual factors matter: first, not all boys selecting Boston at 11+ remain into Sixth Form (some progress to other providers) and second, the Sixth Form is now co-educational (admitting girls from age 16), which may shift the demographic and performance profile.

The school offers 26+ A-level subjects, indicating breadth of curriculum. Destinations data suggest 54% of 2024 leavers progressed to university, with a further 3% to further education and 3% to apprenticeships. This means approximately 40% of leavers entered employment immediately or pursued other pathways. For context, national figures show approximately 70% of A-level leavers progress to university.

The Ofsted 2021 Good rating for Quality of Education reflects inspectors' assessment that the curriculum is ambitious and supported by teachers' strong subject knowledge. The school explicitly encourages "flip learning", where students engage with lesson content before the lesson itself, creating classroom time for deeper exploration and demonstration-based learning. This approach, evident in how Computer Science students have developed their own IT businesses through combined hardware and programming projects, shows pedagogical intent beyond traditional lecturing.

Sixth Form students particularly benefit from dedicated study facilities in the renovated Sixth Form Centre (extended and completed in winter 2018). Students describe supportive staff accessible during independent study periods, wi-fi enabled learning, and a defined sixth form identity separate from the main school. The centre provides "purpose-built accommodation" allowing sixth form students to work with resources and independence befitting their developmental stage.

The curriculum breadth is notable: students access traditional subjects (Latin, Greek, further mathematics) alongside contemporary offerings (psychology, business studies, design technology, art). The business curriculum includes invited speakers from the Bank of England and successful entrepreneurs; the Entrepreneur Club runs formally to support student business creation. Geography students develop understanding of both physical and human systems, studying rivers and coasts alongside urbanisation, population, and development.

Sixth Form Destinations

For the 2024 cohort, 54% of leavers progressed to university, with a further 3% to further education, 3% to apprenticeships, and 25% to employment. The school secures annual bursaries for students entering higher education: the Medlock Trust, Dora Stanley Scholarship, and Durham Castle Scholarship are named awards "proving invaluable in helping our students succeed at university."

Oxbridge representation is modest: in the measurement period captured by school records, 1 Cambridge place was secured from just 2 applications. The school ranks 364th in England for Cambridge acceptances (FindMySchool ranking), indicating limited but real representation at the most selective universities.

The headteacher notes that past students have pursued careers in engineering, medicine, law, politics, architecture, media, and banking, suggesting genuine breadth of university progression despite the modest overall percentage. The school emphasises that many future jobs "do not currently exist," positioning itself as encouraging lifelong learning rather than narrow vocational tracking.

Sports & Athletics

The house system drives competition across sports. The annual Sports Day at the Princess Royal Sports Area (PRSA) is described as "a brilliant occasion, emphasizing the strength of our community spirit, even in the heat of lively competition." This suggests sport functions both as physical development and as ritual consolidation of school belonging. The school held Sports College specialist status, recognising particular investment in physical education and competitive sport.

Football, rugby, cricket, hockey, tennis, netball, and basketball form the core offering. Evidence suggests boys access both recreational participation (all students encouraged to compete in house activities) and elite pathways; the school has been designated Sports College, indicating structured excellence programming. Badminton and basketball are listed as particularly popular club choices, suggesting organised beyond-curriculum engagement.

Drama & Performing Arts

The Drama Club performs annually to whole-year cohorts: recent productions include "Private Peaceful," a World War One play presented to Year 7 audiences. This indicates rehearsed, staged performance at significant scale, not classroom sketches but formal theatre production with audience, cast, and technical elements. The choice of WWI material suggests thematic depth rather than entertainment-focused programming, potentially linking to the school's Remembrance Service tradition.

Music Provision

The school hosts instrumental tuition and maintains junior and senior ensembles, though specific ensemble names and sizes were not detailed in published materials. The curriculum embeds music within broader learning: students study music as discrete subject whilst accessing ensemble participation through clubs. The Boston community supports several musical groups (Boston Sinfonia, Boston Youth Jazz Orchestra, Boston Area Wind Band) with which school musicians may engage, suggesting pathways to community musicianship.

STEM & Academic Clubs

The Sketching Club allows technical and artistic exploration. Robotics is listed as a popular offering, with evidence of BAE Systems Make It Challenge participation (Year 9 STEM students selected to represent the school at this national competition). This external validation indicates quality STEM teaching extending beyond curriculum requirements. Music Theory Club appears as discrete offering, suggesting formalised study for those pursuing music exams or deeper harmonic knowledge.

Wider Enrichment

The Grammar Gazette, the school's newspaper, claims to be "the longest running school newspaper in the country", a distinction worth validating but significant if accurate, indicating sustained student journalism and reflection on school life spanning decades. This publication functions as capstone to school culture: students writers must synthesise and communicate experience, editors make editorial choices reflecting school priorities, and readers engage with peer perspectives on shared experience.

The Charity Club raises "thousands of pounds for good causes every year," embedding service-learning into co-curriculum. This formalised giving creates expectation that school citizenship includes philanthropic responsibility beyond academic and sporting achievement.

International & Leadership Dimension

The school promotes itself as an "International School" with documented partnerships in Saarbrucken, Germany and Normandy, France (formalised since September 2014). Students access European trips and exchanges, expanding cultural literacy and language experience. The sixth form explicitly offers leadership roles: Head Boy, Head Girl, House Captains, and Cultural Captains. These positions require application and selection, creating genuine responsibility distribution and enabling mature students to shape school culture.

Duke of Edinburgh Award schemes run formally, with students pursuing Bronze, Silver, and Gold qualifications. The Extended Project Qualification (EPQ) is offered, allowing sixth formers to develop independent research over an extended project, building university-readiness skills in source evaluation, argument development, and sustained intellectual work.

Entry at 11+ is highly competitive. In 2024, the school received approximately 213 applications for 117 places (roughly 1.8 applications per place). Testing occurs via the Lincolnshire Consortium's standardised papers: two examinations assessing verbal reasoning and non-verbal reasoning, each lasting approximately 60 minutes. The test structure aims to identify the top 25% of the cohort from norm-referenced performance rather than requiring fixed raw scores.

The school provides free 11+ familiarisation sessions and distributes practice papers to primary schools, signalling commitment to equitable access to test familiarity. However, commercial tutoring for the 11+ is widespread; parents should understand that whilst the school does not recommend tutoring, the admission environment means informal preparation through tutoring or structured home practice is normalised for aspirants.

Registration for the 2025 exam closed 31 March 2025. Exam papers were administered 13 September 2025 (paper 1) and 20 September 2025 (paper 2), with results released 10 October. Families must subsequently submit secondary school applications through Lincolnshire County Council by the local authority deadline, naming Boston Grammar School as preferred choice. Passing the 11+ does not guarantee admission; many qualified candidates exceed available places, making the test a filtering mechanism rather than a direct guarantee.

Sixth Form Admissions

Entry to the Sixth Form at 16+ requires students to have achieved 5 GCSEs at grade 4 or above (or equivalent) including English Language and Mathematics. Subject-specific entry requirements vary by A-level course. The sixth form is co-educational, welcoming girls from external schools or girls already in the main school wishing to progress. The six-form prospectus emphasises breadth of A-level choice, contemporary facilities, and pastoral care.

The Ofsted 2021 inspection rated Behaviour and Attitudes, and Personal Development, both as Good. Inspectors noted the school is "a calm and orderly place" with positive relationships and high expectations for all pupils. The Form Tutor, Head of Year, and Assistant Headteacher for student welfare form a pastoral triangle ensuring each child receives "care and support they need to succeed."

Students consistently report feeling well cared for. The sixth form specifically emphasises accessible staff in the Sixth Form Centre, students can approach teachers as needed for academic or pastoral support, rather than navigating formal appointment systems. This access-based support model suggests relationship-centred rather than bureaucratic pastoral provision.

One area flagged by Ofsted for development is consistency in SEND support. Inspectors noted that whilst a new SEND Coordinator was appointed, support for pupils with additional needs remains variable, with inconsistency in how teachers adapt curriculum and differentiate teaching. This is an acknowledged area where the school continues to develop systems post-inspection.

Bullying is reported by students as rare, with confidence that staff will address issues swiftly. Leaders work with external agencies to support pupils at risk of harm. These findings suggest genuine safeguarding awareness and responsive pastoral intervention.

School Hours

The school operates a conventional 08:50am to 3:20pm timetable, with form time preceding registration. Sixth Form students enjoy greater flexibility, with timetabled lessons and designated independent study periods within the extended school day.

Transport & Location

Boston Grammar School is located on Rowley Road, Boston, Lincolnshire PE21 6JY. The town lies approximately 100 miles north of London, 40 miles from Lincoln. Local transport includes bus services; private car remains primary transport for most families. Nearest railway stations are Sleaford (12 miles) and Spalding (13 miles), requiring car transfer. The Princess Royal Sports Area (PRSA), venue for annual Sports Day, lies at some distance from the main school site.

Facilities

The historic 1567 Library remains in active use as school library. Sixth Form Centre renovation in 2018 created modern study and teaching spaces. The school is a Grade II Listed Building, with architectural heritage constraints affecting physical development. Computer Science students have access to facilities supporting programming and hardware projects.

Middling A-Level Results for a Selective School. The A-level ranking (2069th in England) and A*-B rate of 28.1% represent genuine academic outcomes rather than headline marketing claims. Parents should understand that Sixth Form results sit below those of many independent schools and above-average state sixth forms. The school itself acknowledges recent curriculum improvements are bearing fruit; however, parents expecting Oxbridge-dominant or Russell Group-universal progression should seek clarification on realistic expectations.

Progress 8 Concern at GCSE. The negative Progress 8 score (-0.42) means the school has not yet translated selective 11+ intake into above-average progress through GCSE. Whilst Ofsted noted curriculum improvements and ambition, parents should understand that current GCSE outcomes do not yet fully reflect these structural changes.

Variable SEND Support Remains an Area for Development. Ofsted noted inconsistency in how the school supports pupils with additional needs and adapts teaching accordingly. Families with students requiring SEND support should seek detailed conversations with the school about provision, trained staff, and consistency of approach before assuming all needs are equally well supported.

Tutoring Culture Around 11+ Is Normalised. Whilst the school provides free familiarisation, the reality of 1.8 applicants per place means many families seek additional tutoring. Parents should be aware of this competitive context and potential cost implications of access parity.

Limited Oxbridge Success Despite Selective Intake. The school's low Oxbridge numbers (1 Cambridge place from 2 applications in the measurement period) suggest that the transition from 11+ selection through to Oxbridge application represents a challenge. Families with Oxbridge aspirations should understand this is not a reliably Oxbridge-focused destination.

Boston Grammar School is a legitimately selective institution with nearly 470 years of educational history, attractive pastoral frameworks rooted in tradition, and genuine commitment to student development across academic and co-curricular domains. The recent Ofsted improvement from Requires Improvement to Good, combined with visible curriculum innovation and enrichment opportunities, indicates a school in positive trajectory. Its drama programme, house system competitions, Charity Club fundraising, and international partnerships create a full school experience beyond test scores.

However, parents must navigate the reality that GCSE and A-level results sit in the middle bands in England, solid but not exceptional. The school serves families who value selective entry, traditional structure, and pastoral care more than elite academic outcomes. Best suited to families within the Lincolnshire catchment seeking rigorous academic selection at 11+ combined with strong pastoral systems, school traditions, and enrichment opportunities; those prioritising highest- academic results should examine schools with stronger A-level value-added metrics. A conscientious school for capable boys (and girls in sixth form) who will flourish in structured, tradition-rich, pastoral environment rather than ultra-competitive academic hothouse.