OneSchool Global UK Ridgeway Campus Review 2026: A technology-led all-through school with a faith-based intake

For families looking for an all-through setting that runs from Year 3 through Year 13, OneSchool Global UK Ridgeway Campus offers a very particular model. Teaching and learning are built around a self-directed framework, supported by significant use of digital platforms and a timetable that blends independent work, coached study, and direct instruction. The campus is part of a global network, and it makes that scale practical through on-screen subject delivery where needed, especially in the sixth form.

Leadership is headed by the Campus Principal, Mr James Harrison, with a staff structure that includes designated safeguarding leadership and key stage leads.

A central point for parental decision-making is the school’s religious designation and admissions priority. The published admissions policy is explicit that priority is given to families bringing children up in the faith of the Plymouth Brethren Christian Church, and that capacity constraints mean a place is not guaranteed even where families are local.

This is a school that defines itself through structure and values rather than tradition or grand scale. The published ethos places Christian teaching, family values, and a clear behavioural code at the centre of daily expectations. The language is direct: integrity, care and compassion, respect, responsibility, and commitment are framed as shared obligations for students, staff, and parents.

The day-to-day experience is shaped strongly by the “Learning to Learn” model. Instead of organising learning purely around teacher-led lessons, students work through an “Assignment” that sets out what must be taught, what can be learned independently, and how learning will be demonstrated. Time is then split across student-led study, small-group or one-to-one tutorials, and whole-class teaching where direct instruction is required. For the right child, that can build independence early. It also asks for maturity, especially as students move into GCSE and post-16 study.

Facilities are described in functional, learning-first terms. The prospectus points to a learning-centre layout, with 13 studios and two “super zoom rooms” designed to support on-screen delivery and participation, particularly for sixth form subject access. This will matter to families who want breadth without assuming a large local cohort for every A-level subject.

At GCSE level, outcomes place the school above England average on key measures in the available dataset. The average Attainment 8 score is 60.9, compared with an England average of 0.459 and the EBacc average point score is 5.86 versus an England average of 4.08. 40% of entries achieved grades 5 or above across the EBacc.

Rankings are particularly strong for a small, specialist-intake setting. The school is ranked 541st in England for GCSE outcomes (FindMySchool ranking based on official data) and 2nd locally in Doncaster. This sits above England average, placing it comfortably within the top 25% of schools in England.

Where parents want a sixth form picture, school-published results provide additional context. For 2024/25, the published post-16 outcomes show 18.06% of entries achieving A* to A and 33.33% achieving A* to B, with 97.22% achieving A* to E. The same publication also provides a prior-year snapshot for 2023/24, which can be useful for judging stability across cohorts.

The most important implication is cohort size. In small sixth forms, year-to-year volatility is normal, so families should read single-year swings as a signal to ask questions rather than as a verdict.

The distinctive feature here is the deliberate move away from a single teacher, single classroom model. Teaching is intended to alternate between direct instruction and coached learning, with students expected to plan, execute, and evidence their work through a structured sequence.

Curriculum breadth is described clearly by phase. Years 3 to 6 include computing, modern foreign languages, music, and LAMDA alongside the core curriculum. At GCSE level, the offer includes subjects such as business, Latin, and modern languages. Post-16, the prospectus describes Cambridge International A Levels across a range including mathematics, history, geography, law, business studies, and languages, alongside technical pathways such as IT and digital media, plus Autodesk Fusion 360.

This is the practical benefit of the model: a small campus can still offer subject access by combining local staffing with network delivery. The trade-off is that students need to manage focus and deadlines well, because independent study time is not treated as optional.

The school does not publish a detailed university destination breakdown in the materials reviewed, so the best numerical signal available is the official destinations snapshot provided for this review. For the 2023/24 cohort, with a cohort size of 6, 83% moved into employment. This is a very small group, so it should be interpreted as a pointer to the mix of pathways taken rather than a definitive trend.

What the school does describe in detail is its emphasis on careers and progression planning. The prospectus references Xello and the OSG Accelerate programme as part of the post-16 pathway, with an explicit focus on work-readiness, communication, and employer-facing skills.

Admissions operate as an independent-school process rather than a local-authority coordinated system. The published policy is explicit that the school is not subject to the state-sector admissions framework, and that it prioritises families whose children are being brought up in the Plymouth Brethren Christian Church faith.

For families seeking September 2026 entry, the policy states a clear deadline: applications for admission in September 2026 must be submitted by 24 April 2026. The process then moves through information gathering, followed by an interview involving the applicant and parents.

Two practical implications follow. First, families should not assume that proximity alone will be decisive, because the policy explicitly notes that local residence does not guarantee a place. Second, because capacity is described as limited, it is sensible to treat enquiry and application as time-sensitive steps, particularly for entry points outside standard transitions.

Parents comparing options may find it useful to use FindMySchool tools to keep track of alternatives alongside this application timeline, particularly where the admissions route is not linked to council offers.

Pastoral expectations are framed through values and conduct rather than an extensive list of initiatives. The prospectus positions compassion and kindness as central to pastoral culture, and staffing information identifies designated safeguarding leadership within the senior team.

The campus also publishes a “zero tolerance for bullying and harm” stance through its Ridgeway policies portal, alongside a set of safeguarding and behaviour policies. Families should treat this as a prompt for discussion at visit or interview stage, focusing on how concerns are reported, who responds, and what timelines look like in practice.

The latest ISI regulatory compliance inspection (June 2023) reported that the school met all required standards, and that no further action was required following the inspection.

Extracurricular life is described in a way that mirrors the wider model, structured, purposeful, and designed to develop confidence and communication rather than simply to fill afternoons. The prospectus highlights termly Choir Festival activity, an annual Public Speaking Competition, and debating opportunities that connect students with peers across other campuses.

LAMDA features both in the curriculum (including Speaking in Public options) and as part of wider skills development. Students also have access to Extended Project Qualifications, which can suit those who enjoy independent research and can manage a longer-term piece of work.

A major organising feature is the Global House System. Students are assigned to one of three houses, with recognition tied to academic effort, citizenship, and participation. The key point is that “global” is meant literally, house competition is designed to connect across regions, not only within the campus.

The prospectus also describes a student-led culture of charitable fundraising, with examples of supported causes listed in recent years. For families who want responsibility and service to be part of a child’s education, this is an area worth probing in detail, including what roles students actually take on and how participation is organised.

For 2025/26, published day fees are £1,613 per term, excluding VAT.

The same published listing states that scholarships and bursaries are not offered. Families for whom affordability is a deciding factor should clarify what is included in the term fee, and which additional costs apply in practice, for example uniform, trips, and optional qualifications.

The published school day runs Monday to Friday, 08:45 to 15:00.

Information on wraparound care is not set out in the published prospectus and policy material reviewed here. Families who need breakfast or after-school provision should ask directly what is available, and whether it differs by age phase.

The school is a day campus. There is no boarding provision.

• Faith-based admissions priority. Priority is given to families bringing children up in the Plymouth Brethren Christian Church faith, and the admissions policy states that capacity is limited. This will not suit families seeking a broadly open local-intake independent school.

• Self-directed learning is not for every learner. The model expects students to plan, manage deadlines, and use study time well. Children who need tighter adult direction may require more support to thrive.

• Small-cohort volatility. Published post-16 outcomes and destinations indicators are based on small cohorts, so year-on-year shifts can be sharp. Families should ask about consistency across subjects and teaching continuity.

• Limited published detail on wraparound. If childcare coverage outside 08:45 to 15:00 is essential, confirm arrangements early.

OneSchool Global UK Ridgeway Campus is best understood as a focused, values-led all-through school designed for a specific faith community and a specific learning approach. Its strongest fit is for families who actively want a Christian environment aligned to the Plymouth Brethren Christian Church, and for children who will respond well to structured independence and technology-enabled learning. Academic indicators at GCSE level are above England average, and the campus infrastructure is designed to preserve subject breadth despite modest cohort sizes.

Who it suits: families aligned to the school’s faith designation who want a calm, structured environment and a learning model that develops independence early. The main challenge is that the admissions route is capacity-limited and priority-based, so eligibility and timing matter.