Reed's School Review 2026: Founded 1813, Still Pioneering

Founded over two centuries ago as the London Orphan Asylum by the Rev Dr Andrew Reed, Reed's School carries a distinctive educational mission. The school relocated to its current 40-acre Cobham campus in 1950, where the purpose-built Sandy Lane site, originally designed in 1905 by architects Treadwell and Martin for Sandyroyd School, provides the physical infrastructure for around 790 students aged 11 to 18, with girls joining from Year 12 onwards. Queen Elizabeth II served as the school's patron from 1951 until 2022, visiting in 1997 and 2014. The January 2025 ISI inspection reflected the school's consistent commitment to academic rigour, pastoral care, and character development. Across 790 students, approximately 100 board on a termly, weekly, or flexible basis, whilst others enjoy day provision alongside all-day flexibility that many independent schools cannot offer. The independent schools inspection team comprised eight inspectors who observed over 80 lessons, analysed pupil work, and drew evidence from multiple stakeholder surveys, all coordinated under quality assurance monitoring.

The campus itself tells the story of a school in continuous evolution. The purpose-built Sandy Lane site, with its red-brick structures from 1905, has been substantially expanded with modern facilities added over recent decades. The Music School, opened by Sir Cliff Richard, provides dedicated performance and music technology spaces. The FutureTech building integrates science, technology, engineering and maths provision across open, purpose-designed spaces. The Bridgeman Building, opened in 2005 and extended in 2019, houses expanding science laboratories and classrooms with natural light and contemporary learning environments. Most recently, the Jarrett Indoor Cricket Centre, named after former headmaster David Jarrett and opened by Alec Stewart, a Surrey and England captain, offers five lanes with Pitchvision Smartlane technology for performance analysis, alongside Merlyn and Trueman bowling machines that provide professional-grade cricket coaching infrastructure.

Beyond the gates, the atmosphere is notably purposeful yet relaxed. Boys in dark blazers move between lessons with evident direction, but without the intensity sometimes found in highly competitive schools. The school operates on a boarding model that benefits even day pupils. The Day Pupil Centre, established in 2005, gives day students a dedicated base, whilst the longer school day, extending to 5:30pm as buses depart, allows families without boarding to engage in the full range of activities and clubs. Mr Mark Hoskins, Headmaster since 2014, continues to teach Economics at A-level, maintaining direct contact with sixth form students and embedding himself within the academic community. The house system organises boarding by year group, creating vertical integration where older students mentor younger ones. House tutors and matrons oversee pastoral care closely, moving away from the large mixed-age houses of earlier eras towards structures designed to build community within cohorts.

Reed's School ranks 152nd for GCSE outcomes, placing it firmly in the top 3% in England (FindMySchool ranking). Locally within Surrey, the school ranks first among secondary schools on these metrics.

In 2025, 75% of GCSE grades fell within the 9-7 band, significantly above the England average of 54%. At the A*/A level (grades 9-8), 50% of entries achieved these top marks, compared to the England average of 19%. The school achieved 75% grades 9-7 in 2025, with 40% of entries at grades 8 or 9, indicating sustained excellence at the very top of the grading spectrum. The strong pass rate, defined as grade 5 or above, reached 95% in 2024, demonstrating breadth of achievement across the student population.

Subject breadth is notable. GCSE entries span 21 subjects, allowing students meaningful choice whilst maintaining core rigour. Sciences are taught separately rather than as combined qualifications, allowing those with aptitude to pursue deeper scientific study. Languages, including French and Spanish, are offered alongside classical studies options, positioning students well for further academic progression.

A-Level Performance

Reed's ranks 155th for A-level results, placing it in the top 6% in England (FindMySchool ranking), and ranks first locally in Surrey.

At A-level in 2025, 51% of entries achieved A*/A grades, well above the England average of 24%. An impressive 86% of entries graded A*-B, indicating that three-quarters of Sixth Form students exceed top university thresholds. The school offers 26 A-level subjects, enabling meaningful specialisation. Twenty-six subjects span sciences, humanities, languages, and arts disciplines, with facilitating subjects, those commonly required for Russell Group university entry such as biology, chemistry, physics, mathematics, further mathematics and languages, well-represented.

Teaching is structured around clearly defined objectives and substantial subject expertise. Over 80 lesson observations during the January 2025 ISI inspection examined teaching quality across year groups and subjects. Inspectors found evidence of teachers demonstrating expert subject knowledge, clear explanations of concepts, and pupil engagement reflected through their active participation and questioning.

The school follows a five-period day structure (8:50am start) with three periods before lunch and two after, creating rhythm and preventing fatigue. Tutorial groups of typically 6-8 students meet daily at 8:15am for registration and personal discussion, allowing tutors to know each pupil closely. Timetabled music in Years 7-8 includes compulsory string tuition (violin, viola, cello or double bass), a scheme that has built substantial ensemble membership from within the school population itself. Year 8 students learn trombone as part of a universal initiative, resulting in over 30% of the school roll taking instrumental lessons, a figure few schools achieve. Assessment is continuous, with structured feedback used to guide improvement.

The curriculum balances traditional academic breadth with innovative enrichment. The FutureTech building, home to the Innovation Studio, provides hands-on STEM learning where pupils engage in design-build-test cycles. The school participates in outreach projects including the Launch Car Challenge, where over 600 primary school pupils from disadvantaged areas design and produce air-powered vehicles in this facility annually.

In 2024, 70% of Sixth Form leavers progressed to university, reflecting strong academic preparation. A further 14% entered employment, 1% commenced apprenticeships, and the remainder pursued other pathways. This profile suggests a genuinely mixed destination pattern rather than a university-only expectation.

University destinations skew heavily towards Russell Group institutions. exeter, durham, newcastle, bath, birmingham and manchester and Warwick feature prominently in post-A-level progression. During the measurement period, one student secured an Oxbridge place (Cambridge specifically), suggesting selectivity at the very top of the destination landscape. However, the breadth of other prestigious universities indicates strong performance across multiple competitive entrance thresholds.

Medical school and engineering programmes attract disproportionate interest, reflecting both the school's science teaching strength and pupil aptitude. The Higher Education and Careers office provides dedicated guidance from Year 9 onwards, with structured sessions on university selection, application timelines, and realistic self-assessment. This engagement begins early enough that pupils have extended time to develop academic foundations appropriate to their aspirations.

Reed's extends learning decisively beyond the classroom through an extensive co-curricular programme that is genuinely demanding yet accessible across ability ranges.

Music: Sustained Excellence with Inclusive Intent

Music is remarkably central to school life. The school choir stands at 160 pupils, approximately 20% of the entire roll, an extraordinarily high percentage reflecting universal participation. Chapel services occur weekly with all pupils singing at least once, embedding musical practice within spiritual and community practice rather than treating it as a separate activity.

The innovative string scheme (Year 7) and flute scheme (Year 8) have created substantial instrumental populations that feed directly into orchestras, wind bands and ensembles. Over 30% of the school takes individual lessons, suggesting both breadth of access and genuine instrumental culture. The Music School itself, opened by Sir Cliff Richard, contains a dedicated performance space alongside a Music Technology studio. Recent innovations include taking sixth formers to Abbey Road Studios to record material, providing authentic professional experience and celebrating significant school anniversaries through creative production.

The music department is led by an Oxford music scholar who is himself an Old Reedonian, embedding the school's values within musical leadership. This continuity, where alumni return in leadership roles, reflects genuine pastoral investment and institutional loyalty.

Drama: Production-Rich Programme with Technical Innovation

The Drama department stages multiple productions annually, from major school productions involving pupils across all year groups to age-specific smaller performances. Recent major productions have included Shakespeare in Love (Lee Hall), The Laramie Project (Moises Kaufman and The Tectonic Theatre Project), Chariots of Fire (Mike Bartlett), Hansel and Gretel (Carl Grose), and Grease, alongside interpretations of classical works. The approach to stage design is notably adventurous, productions have incorporated rain, fire, falling walls, revolves, and even an indoor circus tent within performance spaces.

The Drama scholarship programme identifies talented performers at entry (11+, 13+ and Sixth Form), offering 10-25% fee remission alongside mentoring. Several pupils have progressed to the National Youth Theatre and specialist drama schools including Arts Educational and LAMDA. The drama outreach programme hosts primary school children for workshops centred on recent productions, using the school's technical capacity to teach lighting and sound operation to younger pupils.

Sports: Academies and Mass Participation

The major sports, rugby, hockey and cricket, form the backbone of the games calendar. Senior pupils (Year 9 and above) play rugby in autumn, hockey in spring and cricket in summer, with each year group typically fielding six competitive teams. Junior pupils (Years 7-8) rotate through the same sports in reverse order, ensuring exposure to all three. Each sport has a substantial academy pathway for pupils showing elite potential or genuine passion, with partnerships augmenting school facilities. Surbiton Hockey Club, Reeds Weybridge RFC and Burhill Golf Club provide supplementary training grounds and coaching relationships.

Tennis remains particularly strong, reflecting the school's investment in the Henman-opened Indoor Tennis Centre (three state-of-the-art courts opened in 2014 by alumnus Tim Henman OBE). Reed's has won the International School Sport Federation world schools' tennis championship more than any other team, with victories in 2009, 2011 and 2015. Jack Draper, British tennis professional currently competing at elite level, is an Old Reedonian, suggesting the academy pathway feeds genuine elite development. Skiing and golf have academy provision despite limited on-campus infrastructure, accessed through specialist external partnerships.

The 40-acre campus supports two floodlit astroturf pitches, expansive rugby and cricket pitches, three outdoor floodlit tennis courts, a Sports Centre containing a sports hall, multi-fitness gym and 25-metre swimming pool (installed as part of a 1980s development and modernised subsequently), and the newly opened Jarrett Indoor Cricket Centre. Local venues including Oxshott Tennis Club and Xcel, Walton supplement on-campus facilities.

Clubs, Societies and Activities

The activities curriculum expects pupils in Years 7-10 to undertake at least three activities weekly, with Years 11-13 required to commit to a minimum of two. Activities change termly, allowing pupils to explore new interests systematically. The Toastmasters Club provides sixth formers with public speaking coaching from external Epsom Speakers Club members, building confidence in formal presentation. Model United Nations involves delegates researching countries, preparing policy positions and debating global issues at competing schools.

Humanities departments run Creative Writing, Playwriting, Literary and Debating societies, whilst modern and ancient language clubs supplement curriculum teaching in French, Spanish and Classical languages. The Debating Society provides complementary skills training to Toastmasters, with emphasis on argumentation and evidence. Arts Award recognition at Bronze level (Year 7) involves hosting primary pupils for music, drama and art activities, embedding peer leadership early.

Service is embedded as a key programme pillar. The Duke of Edinburgh's Award scheme (Bronze to Gold) runs through Years 9-13. Combined Cadet Force offers military discipline and leadership training to those seeking it. Arts Award provides in England recognised qualification pathways alongside these. Sixth form pupils travel annually to Port Elizabeth, South Africa, as part of an established Calabash Trust partnership, building playgrounds and refurbishing classrooms in township primary schools, real service work embedded within a structured pastoral framework rather than one-off charity projects.

Activities Week, held in the final week of summer term, releases every pupil from timetabled lessons for a week of structured enrichment included within the fees. Year groups have distinct experiences: younger pupils travel to specialist outdoor activity centres across Britain (except Year 8, which visits the school's sister institution in Wassenaar, Holland); Year 10 develops modern language skills in Europe; Year 11 completes work experience; Lower Sixth undertakes Personal Development Week focused on independence, resilience and leadership preparation.

The boarding model enables extended-hours co-curricular engagement. Lunch breaks host music rehearsals, language club meetings and subject clinics. Period 6 (4:00-5:15pm) is reserved for activities, with day pupils able to participate fully. The flexibility that a boarding infrastructure provides, allowing staff to remain on campus, extending the school day without imposing unreasonable commute burdens on families, enables far richer activity ecosystems than day-only schools can sustain.

Day fees for 2025-26 are £9,265 per term (Years 7-8) and £11,195 per term (Years 9-13). Boarding fees are £12,480 per term (Years 7-8) and £14,595 per term (Years 9-13). All fees are inclusive of VAT. A compulsory lunch charge of £390 per term is added to fee bills. Examination fees for GCSEs and A-levels are charged separately and not included in tuition.

Financial flexibility is embedded: the school partners with School Fee Plan to enable monthly instalments rather than termly payment, with flexible terms suited to family cash flow. A healthcare scheme allows enrolment in medical insurance at reduced cost. The school administers a fees refund scheme protecting against extended absences through illness or injury.

Bursaries, where offered to non-Foundation pupils facing genuine financial hardship, are means-tested and non-automatic. Foundation places carry explicit bursarial support as part of the charitable remit. Scholarships (10-25% remission for merit) are distinctly separate from bursaries, though the school confirms that bursaries and scholarships can stack.

Entry occurs at 11+ (First Form/Year 7), 13+ (Third Form/Year 9) and 16+ (Sixth Form). Five applicants typically compete for each place at 11+ and 13+, indicating selective competition. Entry follows ISEB Common Pre-Test assessment (administered externally at primary schools), with successful candidates invited for school interviews and submission of school reports. Sixth Form entry requires different thresholds: GCSE results are the primary determinant, alongside subject-specific eligibility (strong grades in subjects chosen at A-level, typically grade 7 or above).

Scholarships are offered across academic, music, art, drama, design and technology, and sport disciplines at all entry points. Scholarships carry prestige and provide 10-25% fee remission; notably, they can combine with bursaries for truly deserving families. Academic scholarships identify pupils with intellectual potential; music scholarships require demonstrable instrumental competence; sports scholarships recognise potential in tennis, cricket, rugby, golf or skiing. The awards process involves assessments held the year before entry, allowing pupils to prepare deliberately.

The school's charitable Foundation, the London Orphan Asylum reimagined for the modern era, provides bursaries to pupils who have experienced parental loss or family hardship. Foundation bursaries operate distinctly from fee-remission scholarships; they carry specialist pastoral support, with dedicated staff and trained housemasters working to provide stability and guidance. Over 12,000 children have had their lives transformed through Foundation support since 1813. Current pupils receiving Foundation support attend school fully integrated within year groups and houses, though they receive additional pastoral investment and potential financial help beyond tuition.

The house system forms the core of pastoral architecture. Houses are organised by year group rather than mixed-age, creating cohort identity and enabling age-appropriate mentoring. Each house has a Housemaster (or Housemistress), supported by house tutors and matrons who live on campus. The Deputy Head (Pupils) oversees pastoral strategy across all houses, ensuring consistency and professional oversight.

The medical team provides on-site healthcare. A resident Chaplain offers spiritual support regardless of religious affiliation or belief. Counsellors provide confidential emotional support, accessed through self-referral or staff recommendation. Safeguarding structures are formalised, with designated safeguarding leads and training embedded within staff culture.

Behaviour is calm and respectful according to those who have visited and those who have attended. The school emphasises integrity, compassion, curiosity, resilience, responsibility and independence as core values. These are taught explicitly through assemblies, chapel services and personal development lessons rather than assumed. The chapel service structure (full assembly for Forms 3+ on Mondays; Form 1-2 assembly Tuesdays; chapel services or house meetings on other days) weaves spiritual practice into routine without exclusivity.

Boarders live within year-group houses on-campus. Termly, weekly, and flexible boarding options accommodate different family circumstances. The boarding houses are described as structured yet nurturing by those familiar with them, with matrons and house tutors providing close supervision and knowing pupils deeply. Common rooms provide social space; pupils can take supper and prep with boarders if desired, even when collected by parents at 5:30pm for the journey home.

The school day runs 8:15am (tutor group registration) through 5:30pm (official end, with buses departing). Day pupils can arrive for breakfast from 7:45am at the boarding facilities. Five equal teaching periods fill the timetabled day (8:50am start, with three periods before lunch, two after). Lunch break incorporates ensemble rehearsals, language clubs and subject clinics. Period 6 (4:00-5:15pm) is activities time, with sports, clubs and service options occupying every pupil.

Bus routes serve the local area; the school website details current route maps and stops. Walking from Oxshott Station is feasible, with directions published on the school site. The 40-acre campus sits within Cobham, Surrey, the "most expensive village in England" and part of the 'golden triangle' of Surrey's most sought-after residential areas, a marked contrast to the school's origins serving destitute orphans in East London.

The school participates actively in community outreach through the Reed's Foundation. The Launch Car Challenge involves over 600 primary pupils annually designing and building air-powered vehicles. The Fun Olympiad welcomes 220 Year 3-6 pupils from disadvantaged schools, with activities in football, cricket, golf and tennis delivered by partners including Chelsea FC Foundation and Surrey County Cricket Club. Lego Robotics workshops, Drama workshops and Rackets Cubed (squash, tennis and maths combined) extend learning to thousands of primary and secondary pupils from over 40 state schools annually.

Selectivity at entry. With five applicants per place at 11+ and 13+, entry is genuinely competitive. The ISEB Common Pre-Test assesses reasoning, maths and English; pupils from highly selective prep schools will have advantage if prior preparation has been intensive. The school does not report heavy tutoring cultures (unlike some selective state grammars) but families should ensure children are comfortable with independent reasoning under time pressure.

Boarding is optional but pervasive. The school's design, extended day, multiple activities, boarding-first infrastructure, assumes some pupils will board. Day pupils integrate fully, but the culture reflects a boarding-school ethos rather than a day-school setting. Families prioritising school days finishing at 3:30pm with minimal after-school activities should consider whether this fits their rhythm.

Church of England affiliation. The school holds a Church of England religious character. Chapel services occur weekly; prayers mark assemblies and house meetings. Pupils of all faiths (and none) attend, but the Christian framework is woven throughout pastoral and spiritual life. Families seeking a secular or explicitly different-faith environment should discuss how this sits with their values.

Location within Surrey's most expensive area. Cobham places the school at geographical and economic extremes. Property prices in the surrounding area are among England's highest. Transport from central London is feasible (approximately one hour by rail via Oxshott) but daily commuting is unusual. Families without either local residency or boarding typically explore other London-based alternatives.

Reed's School represents an unusual combination: a school with deeply rooted charitable mission (serving vulnerable children since 1813) now operating as a high-performing independent secondary within an intensely affluent area. The 2025 ISI inspection affirmed consistent quality across teaching, pastoral care, safeguarding and character development. Academic results place it firmly within the top 3% of schools in England for GCSE and top 6% for A-level. The breadth of facilities, music school, drama spaces, FutureTech, Jarrett Cricket Centre, sports infrastructure, supports ambition in multiple domains simultaneously. The activities culture is genuinely demanding and genuinely accessible, with nearly every pupil engaging in substantive co-curricular work. Boarding is integral but optional, allowing day-only access for families within feasible commute distance.

Best suited to families with competitive academic expectations who value pastoral depth, character development alongside grades, and breadth of opportunity in sports, music and service. The school works particularly well for boarders and for day pupils with access to Oxshott or Surrey rail routes. The primary consideration is whether selective competition, the boarding-influenced culture, and Church of England affiliation align with family values. For those they do, Reed's offers sustained excellence across academic and personal dimensions.