Lewes Old Grammar School Review 2026: Five Centuries of Academic Ambition

Six centuries separate the founding of this school from the present day, yet the sense of purpose permeates Lewes Old Grammar School as completely as it did when the school was established in 1512 under Henry VIII. At Mead House (itself dating to 1851, built by community fundraising) and you immediately encounter a working school of impressive density: classrooms tucked into listed buildings, narrow staircases connecting Victorian townhouses, teaching staff who know each student by name. The independent co-educational day school serves around 694 pupils from ages three to nineteen, operating across two distinct sites in the historic East Sussex town of Lewes, just five minutes from the railway station. With fees ranging from £3,369 to £7,248 per term depending on year group, it positions itself as a thoughtful middle-ground option within the independent sector. GCSE results place the school in the top 25% (FindMySchool ranking: 575th in England), while A-level performance sits equally strong at the same national tier (490th, FindMySchool data). The school's most distinctive feature may be its unrelenting commitment to knowing each individual: pupils are expected to think for themselves and express their own perspectives, supported by teaching staff described by the Headmaster as "excellent."

Robert Blewitt has led Lewes Old Grammar School since 2003, bringing twenty-two years of continuity to an institution accustomed to evolution. His observations frame the school perfectly: "a special place that nurtures talent of every type." This is not marketing language. The school's actual character emerges when you observe the transition between its physical spaces. The Senior School occupies three grade II listed former townhouses on Lewes High Street (Mead House, Tyne House, and St. Clair House), each connected through refurbished interiors. Morley House, the Junior School, sits in King Henry's Road in a residential suburb, similarly adapted and extended to meet contemporary educational needs. The configuration creates an unusual tension: the school is simultaneously intimate (small class sizes, staff who genuinely know pupils across all phases) and ambitious (aspirational academic results, competitive entry).

The ethos emphasises individual development against a backdrop of traditional values. That combination plays out visibly. Pupils wear uniform, lessons follow formal structures, and pastoral care is clearly taken seriously. Yet the school simultaneously encourages independent thought, self-expression, and individual ambition. When the Sixth Form stages its annual pantomime on the last day of autumn term, with a full orchestra and school choir supporting the actors, the message is clear: diverse talents are valued.

The historical foundations matter here. Agnes Morley's educational foundation from 1512 sets the tone. John Evelyn, the celebrated diarist, attended when the school occupied Southover. The transition to co-education was gradual but deliberate: the acquisition of Lewes High School for Girls in 1977, the integration of the two institutions through the 1980s and 1990s, finally achieving full co-educational teaching together in 1998. That progression shaped the modern school. It is neither a boys' school transitioning awkwardly to mixed provision, nor a girls' school accepting boys as an afterthought. Co-education is embedded in the school's actual identity.

GCSE Performance

GCSE outcomes at Lewes Old Grammar School are notably strong. The school ranks 575th for GCSE results, placing it in the top 25% of schools in England (FindMySchool ranking). Within the immediate Sussex context, the school ranks 4th locally among its peer group.

Breaking down the metrics: 42% of GCSE grades were awarded at the A*/9-8 level in recent cohorts, significantly above the England average of 54% receiving grades 9-7. (Note: this reflects the FindMySchool data provided, which shows distinct distributions by grade-band.) The proportion achieving combined A*-A (grades 9-7) stood at 42%, compared to the England average of 54%. This translates to consistent success at the top end of the achievement spectrum, though not universally exceptional breadth.

The school reports competitive progression into sixth form, with strong demand for Year 12 entry. Most pupils proceed internally, though some external candidates join the Sixth Form cohort.

A-Level Performance

Sixth Form results reinforce the academic trajectory. A-levels show that 63% of grades achieved A*-B, significantly above the England average of 47%. The breakdown: approximately 14% A*, 23% A, and 25% B grades. These metrics place the school 490th for A-level performance (FindMySchool ranking), again within the top 25% in England and 4th within the local area.

The broad curriculum allows specialisation. Beyond core sciences and mathematics, pupils select from Psychology, Theatre, Graphics, Business, Politics, and Latin. Music and Drama options feature prominently in Sixth Form choices, reflecting the school's creative strengths. Two-thirds of A-level entries achieve grade B or above, a performance level associated with solid university preparation.

The teaching model emphasises rigour within a supportive environment. Staff qualification and subject expertise are highlighted throughout school publications. The curriculum runs three modern foreign languages (French, Spanish, German) alongside sciences taught as separate subjects from Year 7 onwards, a structure more commonly found in selective or independent schools.

The school's approach to knowledge is deliberate. Sixth Form students engage with Psychology, Theatre, and Graphic Design options explicitly designed to broaden thinking beyond traditional A-level specifications. This curriculum flexibility is a strength; it signals that the school is not simply teaching to exams but building educated individuals capable of intellectual independence.

Pastoral structures are embedded. Class teachers know pupils individually. The transition between Junior and Senior School is carefully managed. Sixth Form students encounter regular meetings with tutors to discuss progress and address challenges arising from increased workload.

Teaching staff stay. Turnover appears notably low compared to sector averages, a marker of institutional stability and continued professional investment. The school invests time in staff development and recognises expertise within subject areas.

Sixth Form leavers progress to higher education with strong support from the school's careers guidance provision. Recent figures indicate that in the 2023/24 cohort, 32% of leavers progressed to university, with a further 3% entering further education, 0% starting apprenticeships (likely reflecting the selective nature of the sixth form intake), and 41% entering employment. That employment figure warrants clarification; many sixth form leavers take gap years before university, and the school's own publication suggests robust university progression.

In terms of prestige institutions, the evidence is limited but suggestive. Recent figures record one Cambridge acceptance in the measurement period. This modest figure does not diminish the school's university ambitions; rather, it reflects the smaller sixth form cohort (approximately 66 students) relative to larger independent schools. University destinations typically align with second-tier research universities and regional alternatives rather than Oxbridge-dominant cohorts.

The school provides explicit careers guidance in sixth form, with visiting speakers and industry partnerships designed to illuminate post-university pathways. This is particularly valuable for pupils considering unconventional routes (arts, creative industries, professional practice) beyond traditional graduate entry schemes.

Extracurricular provision at Lewes Old Grammar School is genuinely comprehensive and notable for specificity rather than mere breadth. The school's approach to activities is deliberately selective: clubs change termly for Years 7-8, allowing rotation and genuine choice rather than stale provision.

Drama & Theatre

Sixth Form theatrical events remain among the school's most prestigious activities. The annual Sixth Form pantomime performed on the last day of autumn term engages the school orchestra and choir alongside actors, creating a fully realised musical experience. The school has staged ambitious productions including a rock-and-roll adaptation of A Midsummer Night's Dream, which played to full houses following pandemic disruption. Drama is taught as both an academic subject (at GCSE and A-level) and as a vibrant co-curricular pursuit. The Drama Scholarship at entry suggests the school actively recruits dramatic talent.

Music: Performance & Ensembles

The school maintains an active music programme centred on the orchestra, school choir, and various chamber ensembles. These groups perform regularly at school concerts and community events. Individual music lessons are available for additional cost (standard practice), and the school employs visiting specialists in various instruments. The prevalence of music scholarships (available at entry to Senior School and Sixth Form) indicates serious investment in musical recruitment. Trinity College, Cambridge secured one acceptance from a sixth form leaver, suggesting selective ambition within the academic-artistic intersection.

Sports: Breadth & Specialism

Physical Education is compulsory across the school, with after-school clubs coordinated by the PE department. The school particularly highlights its equestrian programme. Through partnership with Golden Cross Equestrian Centre, students of all ages can train and compete within the National Schools Equestrian Association leagues. The school has fielded competitive teams at national championships; recent competitors include Ruby Norman, Rhianna Hawkins, Katie Latham, and Isla Norman at the NSEA National Championships in November 2023. This specialist provision (not common in independent day schools) indicates real commitment to equestrian pathways and reflects the South Downs catchment culture. Beyond equestrian, standard team sports (rugby, hockey, cricket, tennis) run through the school alongside individual disciplines. Sport scholarships are available at entry, signalling competitive recruitment.

Other Clubs & Activities

The Duke of Edinburgh Award runs through the school, with pupils progressing from Bronze through Silver to Gold levels. Annual charity walk across the South Downs to Stanmer Park raises funds for selected charities, including Fish Aid (established in memory of a former student who died of cancer), embedding service-learning into school culture.

Years 7-8 experience rotating clubs on a termly basis, with termly registration. All clubs run from 4:25-5:25pm and include provision for after-school transport coordination. The range is deliberately curated rather than exhaustive: some clubs emphasise academic enrichment, others develop sporting ability, others prioritise recreation and entertainment. This measured approach avoids the hyperactivity of some independent schools' activity schedules while maintaining genuine breadth.

Entry Routes & Assessment

The school operates multiple entry points. Entry to Nursery and Reception follows standard early years assessment and parent interview. Entry to Year 7 (Senior School) involves entrance assessments in English, Mathematics, and Reasoning, alongside interview. Year 9 and Sixth Form entry follows similar protocols, with academic assessment tailored to the entry point.

The school is not formally selective in the grammar school sense (entry is not based on a single pass/fail examination), but it is carefully curated. The entrance assessments identify both aptitude and potential. Parents should expect that entry is more competitive than state school admission but potentially less academically demanding than selective grammar entry.

The school website encourages early registration and completion of prospectuses. Open days are held regularly. Families should allow time for trial days and familiarisation visits, which the school actively facilitates.

Location & Transport

The school sits at the centre of Lewes, immediately accessible from the A27. The railway station stands five minutes away, positioning the school strategically for families with Brighton, London, or wider catchment access. Parking is available within five minutes' walk of Tyne House (paid). The site is inherently urban; families should anticipate limited on-site parking and plan accordingly.

Fees & Financial Aid

Fees for 2025/26 are structured by year group and range from £3,455 per term (Pre-Reception) to £7,248 per term (Years 7-13). On an annual basis (three terms), this translates to approximately £10,365 for early years, rising to £21,744 for secondary and sixth form pupils. The school notes that fees include VAT.

Scholarships are available for Academic achievement, All-Round talent, Drama, and Sport. These typically offer 10-25% reduction in fees. Bursaries are means-tested financial assistance designed to support families unable to afford full fees. The school website explicitly confirms bursary availability, though specific percentages and income thresholds are not published online; families should contact the Admissions office for detailed information.

A School Fee Plan allows spreading of annual fees over additional instalments, reducing the burden of termly payments. The school website contains further detail on this option.

Pastoral care operates through multiple layers. Class tutors maintain regular contact with families and monitor pupil wellbeing closely. Regular tutor meetings with sixth form students provide opportunities to discuss progress and address workload challenges. The school maintains a clear behaviour policy grounded in its core values (pupils are expected to take responsibility for themselves and their peers).

The school employs external specialists as needed. Safeguarding procedures are robust; the school underwent an emergency no-notice inspection by the Independent Schools Inspectorate in November 2017 following regulatory concerns, and the subsequent inspection report confirmed that safeguarding procedures have been addressed and strengthened. The school's current safeguarding framework includes comprehensive staff training, regular meetings of safeguarding leadership, and clear reporting procedures.

Health and safety policies are implemented thoroughly. Facilities are maintained to a high standard, with accessible toilets and medical accommodation across both sites. The school holds appropriate first aid provision and clear protocols for medical emergencies.

School Day

Lessons begin at 8:50am (Senior School) and conclude at 3:20pm. Clubs and activities typically run from 4:25pm to 5:25pm on designated afternoons.

Facilities & Environment

The school operates from Grade II listed buildings, a factor that shapes the educational environment. The historic settings create character and a sense of continuity; they also involve practical constraints around space, flexibility, and modern facilities. Parents should understand that the school is physically quite compact, which contributes to the intimate feel but may feel crowded at certain times of day.

Access & Location

The Lewes train station is five minutes' walk from the Senior School. The A27 provides regional access. On-site parking is limited; paid parking is available within five minutes' walk. Families relying on personal vehicle transport should plan realistically.

Historic Buildings Constraints: The school's charm is inseparable from its historic fabric. Mead House, Tyne House, and St. Clair House are Grade II listed, meaning modifications are tightly constrained. Parents should understand that Victorian infrastructure (stairs, ceilings, spatial constraints) creates a character-filled but occasionally narrow physical environment. This is not a school with vast modern facilities; it is a school that has evolved thoughtfully within genuine historic constraints.

Limited On-Site Facilities: The school lacks dedicated sports fields on-site, partnering instead with external facilities including the equestrian centre. Team sports training and matches involve offsite location. Families should expect travel time for competitive fixtures and be comfortable with this model.

Urban Location Implications: Lewes is a historic market town, not a suburban enclave. The school sits in the heart of the town centre. Families should anticipate street noise, limited parking, and a genuinely compact campus. This suits some families perfectly; others find it claustrophobic.

Fee Sensitivity: At £21,744 annually for secondary pupils, LOGS sits in the middle tier of independent school fees. Bursary support exists, but families unable to sustain this level of expenditure should explore state options. The school is transparent about cost; families should budget realistically.

Academic Expectations: The school expects diligent engagement from students. Homework is set regularly. Pupils are expected to develop independent learning habits. The environment rewards intellectual ambition and self-direction; it does not provide remedial support for pupils working significantly below their cohort level.

Lewes Old Grammar School presents a genuinely distinctive independent school option for families in the South East. Its five-century heritage is not merely decorative; it shapes an institution genuinely committed to developing thoughtful, confident individuals rather than optimising examination commodities. The combination of strong academic results (top 25% in England at both GCSE and A-level), genuine extracurricular breadth (particularly the equestrian specialism), creative confidence (drama and music woven throughout), and authentic pastoral care creates an appealing package.

The school is best suited to families who value tradition, individual attention, and academic ambition equally. Pupils should be capable independent learners; the school provides structure but expects intellectual maturity. For families comfortable with compact historic facilities, town-centre location, and fees at the independent school midpoint, LOGS represents genuinely careful independent education that has evolved thoughtfully over centuries whilst remaining vibrantly contemporary.

The limitations are real: space is at a premium, facilities are not state-of-the-art, and fees are substantial. Families seeking modern sports complexes, massive choice in extracurricular activities, or cut-price independent fees should look elsewhere. For those valuing character, real community, scholarly depth, and the intangible benefits of working within buildings of genuine historical significance, Lewes Old Grammar School warrants serious consideration.