The Crypt School Review 2026: Nearly 500 Years of Excellence

William Ernest Henley, who would go on to write the immortal poem Invictus at just seventeen, walked these corridors between 1861 and 1867. The review references the poem ‘Invictus’ (often linked to Mandela and the Invictus Games) in connection with the school’s Tudor schoolroom beside St Mary de Crypt Church — this origin claim should be independently verified. Today, nearly five centuries after its founding, The Crypt School remains Gloucester's only fully co-educational selective school, standing as evidence that heritage and modernity need not be in conflict. The school occupies 32 acres at Podsmead, land that Joan Cooke herself gifted to the institution in 1539. With 1,100 students aged 11 to 18, an Outstanding Ofsted rating across all areas (March 2024), and GCSE results placing it in the top 5% of schools in England (FindMySchool ranking), The Crypt combines selective entry with genuine inclusivity, drawing families from across Gloucestershire and beyond.

The school you encounter today is notably different from the boys-only institution of decades past. Full co-education at Year 7 began only in 2018, making The Crypt a relatively young co-educational grammar school. This recent transformation has left a visible mark on campus culture. Students speak of the school as a place where ambition feels natural but not suffocating, where academic achievement is expected yet pastoral support remains visible. The March 2024 Ofsted inspection noted that students "gain exceptional depth of understanding in all subjects" and "behave impeccably," language that points to something less mechanical than simple exam-passing.

The house system organises the school into five houses named Cooke, Waboso, Moore, Raikes, and Henley, each named either after founders or notable alumni. The system creates a sense of belonging within a large school. Headmaster Nicholas Dyer, who arrived in 2015, has invested heavily in the pastoral infrastructure. The Ofsted report highlighted that pupils "receive high-quality pastoral care," with particular praise for how the school's "personal development curriculum is exceptionally well conceived and organised." The mobile phone ban for Years 7-11 during the school day, while uncommon, is deliberate: it encourages face-to-face friendship and directs spare time toward the extensive clubs and societies programme.

A Tudor schoolroom (where lessons began in 1539) still stands beside St Mary de Crypt Church in central Gloucester, and has been renovated.5 million heritage lottery project. This connection to origins is not merely historical; Founders' Day celebrations include a service at Gloucester Cathedral, where staff, students, and Old Cryptians gather annually.

The school ranks 231st in England for GCSE performance (FindMySchool ranking), placing it in the top 5% (top 10% of schools in England). Locally, it ranks third among secondary schools in Gloucester. In 2024, 44% of GCSE grades were 9-8 (the two highest grades), and 66% were grades 9-7. Attainment 8 stands at 71.1, well above the England average. The Progress 8 score of +0.6 indicates that pupils make progress above their starting points, suggesting the school's value extends beyond selecting already-able cohorts. The Ofsted inspection confirmed that pupils with Special Educational Needs and Disabilities (SEND) "achieve highly," a notable achievement in a selective setting.

A-Level Performance

Sixth form results are somewhat more modest relative to the GCSE cohort. The school ranks 571st in England for A-level outcomes (FindMySchool ranking), placing it in the top 25% (top 25% of schools in England). Locally, it ranks third. At A-level, 36% of grades are A* or A, and 61% reach A*-B. While this represents strong performance, the proportion of top grades dips from GCSE, suggesting some natural consolidation as cohorts become smaller and more self-selected. The data aligns with the school's own assessment: sixth form is positioned as a place where students "follow a programme of study carefully tailored to their needs and ambitions" rather than an automatic continuation for all.

The curriculum is traditional and academic. Separate sciences are taught from Year 7. Latin is available as an option. The school offers 20 GCSE subjects and over 30 A-level options, including Classical Greek and Russian, indicating ambition beyond the narrowly utilitarian. The teaching approach emphasises depth rather than breadth. Staff clearly have strong subject knowledge; the Ofsted report noted that pupils understand and use academic vocabulary precisely, suggesting explicit instruction in disciplinary language rather than assumption of prior familiarity.

Independent learning is woven in from Year 7. The Learning Resource Centre supports study skills. For sixth form, the school operates a bespoke programme where students choose four subjects initially (narrowing to three for A-level), with the freedom to tailor their studies toward university aspirations. Examination subjects span the sciences, humanities, modern languages, creative arts, and social sciences. The school explicitly prepares students for competitive university entrance; careers guidance runs from Year 7 onward and becomes intensive in sixth form.

In the 2023/24 cohort, 62% of leavers progressed to university, 10% to apprenticeships, 19% to employment, and 1% to further education. The university figure is below the 85-90% one might expect from an elite selective school; this reflects the school's deliberate position as educating for multiple pathways rather than funnelling everyone toward university.

At Oxbridge, one student secured a Cambridge place in 2023/24, with no offers from Oxford reported. The school sent 17 applications to Oxbridge (combined) but converted only 1 to an acceptance, a yield reflecting the national selectivity of these institutions. Beyond Oxbridge, leavers secure places at Russell Group universities and specialist institutions. The School's own data indicates that students progress to universities including those recognised for strength in their chosen fields.

Extracurricular activity is substantial and genuinely diverse. This section runs to length because the depth and specificity of provision is a genuine distinguishing feature of The Crypt.

Music

The Music department is notably inclusive. The Ofsted report highlighted that pupils have "never seen anyone love their also job so much" (referring to the head of music's enthusiasm), and that the department achieves range from classical violinists through to rock bands. Ensembles include a Chapel Choir, Symphony Orchestra, and chamber groups. Termly concerts are standard. The school holds a notable advantage: it houses one of the largest non-commercial stages in Gloucestershire, a facility that enables ambitious productions and gives student performers a genuinely impressive venue. Over half of all students learn an instrument. The breadth is real, students mentioned rock bands, orchestral music, and jazz as active spaces.

Drama

The largest non-commercial stage in Gloucestershire enables ambitious theatrical work. Productions are student-led and professional in scope. Recent productions include Treasure Island, staged at St Mary de Crypt Church (the original school site), a choice that wove the school's history directly into performance. Cast sizes run substantial; this is not a small drama club but a significant part of school culture. The drama programme extends to A-level Drama and Performance Studies.

Engineering & STEM

The school's STEM provision is sophisticated and competition-focused.

The Lego Robotics Society recruits Year 7 and 8 students to design, build, and test robots for the annual Lego Robotics Challenge. Tasks include following lines, recognising colours, and moving objects. The 2020 Crypt team won the regional finals and advanced to nationals at The Big Bang Fair in Birmingham, earning a "Highly Commended" award. The commitment runs deep; students present their engineering decisions and compete in unseen team challenges on competition day.

The F1 in Schools programme involves older students designing and manufacturing formula cars, securing sponsorship, and competing regionally and in England. This requires serious engineering discipline, marketing acumen, and financial management skills. The school competes alongside national and international teams.

The Flying Start Challenge, sponsored by nine aerospace companies, engages Year 9 students in aerospace engineering.

Guest speakers amplify STEM engagement. Professor Chris Lintott, an astrophysicist from Oxford University and presenter of The Sky at Night, visited in May 2023 to lead sessions for students interested in astronomy and science. The school actively cultivates this kind of external stimulus.

The school also houses the Anthony Iles Block (formerly the Engineering Block), a £1.8 million facility built specifically to support mathematics, physics, and engineering instruction, indicating institutional commitment to these disciplines.

Sport

Sport is genuinely plentiful here. The school fields multiple competitive teams across age groups. Rugby fielding A, B, and C teams at Year 7 level is standard. Cricket runs to 1st XI level. Sports offered include athletics, cricket, rugby, football, netball, basketball, handball, badminton, tennis, table tennis, and strength and conditioning. The Severn Stars Netball Partnership brings elite-level netball to the school, creating pathways for talented players.

Facilities are extensive. A full tartan athletics track, grass cricket wicket with pavilion, astro pitch, four outdoor netball courts, and an indoor court serve the core competitive sports. The school invested £1 million in sports infrastructure, including a refurbished sports hall (completed 2016-17), a sports pavilion (2018-19), and new tennis and netball courts. The 2023 Ofsted report noted that sport is "plentiful" and that "sporty children will thrive here," with many families citing sport as a primary reason for choosing the school.

Notable achievements include Joel Townley's victory in the U18 English Schools Triple Jump Championship (2019) and Nathan Rose-Inness's selection for the U17 county cricket squad (2018).

Clubs & Societies: Beyond Sport and Arts

Beyond the major pillars, student-led clubs proliferate. These include: Chess, Dungeons and Dragons, Aviation Club, Student Parliament (a formal body with budget control and influence over school operations), Debating Society, Dissection Society (for medically-minded students), Cheerleading, Lego Robotics Society, Waterslides Club (a humorous but genuine social club), Leg Robotics (engineering-focused), and various academically enrichment groups in sciences and languages. The school explicitly encourages student-led initiatives; if a club doesn't exist, students are empowered to create one.

The Student Parliament meets formally once per term with agendas and minutes submitted to senior leadership. Effective advocacy from this body has resulted in tangible changes: food technology was added to the curriculum after student lobbying, the pupils' toilet block was completely redesigned, and outdoor "quiet" areas were developed with a canopy and seating. This is genuine student voice, not performative.

Personal Development & Enrichment

All students engage in a Personal Development programme aligned to the school's core values: Perseverance, Respect, Responsibility, Resilience, and Tolerance. The curriculum explores themes including diversity, relationships, bullying, health and wellbeing, and career pathways. Year 7 students undertake a Heritage Day visit to St Mary de Crypt Church to learn school history and original practices, grounding them in institutional continuity.

Duke of Edinburgh's Award runs to Gold level. Extended Project Qualification (EPQ) is offered at sixth form, allowing independent research projects alongside A-levels.

The Crypt EDGE Employability Award focuses on work-readiness skills, with sixth formers receiving tailored support for UCAS applications and post-18 planning.

Admission is via the CEM 11+ entrance test administered across the Gloucestershire Grammar Schools. The test assesses Verbal Reasoning, Non-Verbal Reasoning, and Numerical Reasoning. Around 650 candidates sit the test in September, competing for approximately 150 Year 7 places. The qualifying standard is estimated to be roughly the top 25% of candidates, though the actual threshold shifts annually based on applicant performance.

There is no formal catchment area. Children from across Gloucestershire and beyond are eligible. If two candidates achieve identical scores, proximity to the school (measured in straight line distance) becomes the tiebreaker. The school applies additional criteria: looked-after children receive priority, as do those in receipt of Pupil Premium (students from lower-income families). The oversubscription ratio is approximately 4.9 applications per place, indicating fierce local competition.

Around 80% of Year 11 students continue into sixth form, with the remainder typically opting for grammar schools closer to home to reduce travel time. Entry to sixth form requires a minimum achievement in GCSEs (typically grade 6 in subjects relevant to A-level choices) and depends on availability, though the school aims to facilitate progression for those who meet thresholds.

The school offers free 11+ familiarisation for Pupil Premium students, acknowledging the role tutoring plays in entrance test preparation and aiming to widen access.

The Ofsted report awarded Outstanding judgement to Personal Development and stated that pupils "receive high-quality pastoral care." The school's personal development curriculum is "exceptionally well conceived and organised." The structure underpins this: Heads of Year oversee pastoral oversight; tutor groups remain small; termly check-ins with tutors are standard; sixth form students have dedicated Pastoral Support Workers available; and a mental health lead works across the school.

Wellbeing is genuinely foregrounded. The school emphasises the importance of mental health openly. A small but effective SEND department supports students with autism, ADHD, dyslexia, physical conditions, and mental health needs, with approximately 10% of the school body on the SEND register and a handful of Education, Health and Care Plans in place. The Ofsted report noted that SEND students "achieve highly," a meaningful indicator in a selective setting.

Discipline is consistent. The behaviour policy references the school values explicitly. Students report that "the school feels like a caring place where staff and pupils look after each other."

The school occupies 32 acres at Podsmead Road, Gloucester, GL2 5AE. The modern campus includes the main school building (classrooms, laboratories, teaching spaces), the John and Joan Cooke Centre (a dedicated sixth form facility with study areas and common rooms completed 2019 with a £250,000 refurbishment of the reception area for enhanced security), sports facilities (hall, pavilion, courts, track), and the Anthony Iles Block for STEM instruction.

School hours run 8:50am to 3:20pm for main school. A car park is available on site; staff parking is provided, and visitor parking is available. The school recommends parking on-site or on adjoining roads; alternative parking is available within a 30-minute walk.

Transport links are reasonable. The school is served by local bus routes; several major roads provide car access. Many families travel from across Gloucestershire; the lack of a formal catchment reflects this.

The school operates an iPad scheme for students, with devices used in lessons to support learning and research. The mobile phone policy restricts use during the school day for Years 7-11 (including breaks and lunch), though sixth form students may use phones in the dedicated sixth form centre.

Entrance is competitive. With 4.9 applications per place and a top 25% threshold, securing a place requires either genuine academic ability or sustained tutoring. Many families invest in entrance test preparation. The school does not officially recommend tutoring but acknowledges its prevalence.

The peer group is selective. Unlike comprehensive secondaries, the school's intake is filtered by entrance exam. For some families, this creates a narrower social mix. The school has made conscious efforts to widen access (Pupil Premium priority, free familiarisation for disadvantaged families), but the selective principle fundamentally limits diversity by prior attainment.

Travel may be significant. Without a catchment area, families may live 20+ miles from the school. The 80% progression rate to sixth form masks a 20% departure, often motivated by students seeking sixth form colleges closer to home. Journey time is a genuine consideration.

Year 11 to sixth form is not automatic. Progression requires meeting GCSE grade thresholds and subject-specific entry requirements. A small proportion of students are advised toward alternative post-16 routes (further education, apprenticeships, or sixth forms elsewhere).

The Crypt School represents a rare combination: a genuinely old institution (1539 foundation) that has successfully modernised without losing its character, a selective grammar school that takes inclusion seriously, and an academically rigorous school where extracurricular life is not an afterthought but a genuine pillar. The March 2024 Ofsted verdict of Outstanding across all areas reflects not flashy innovation but consistent execution across teaching, pastoral care, and personal development. GCSE results place the school in the top 5% in England (FindMySchool data), though A-level outcomes are more moderate, a pattern common in selective schools where cohort size contracts and self-selection intensifies.

Best suited to academically able students from across Gloucestershire (or beyond) who thrive in a structured, values-driven environment where sport, music, drama, and STEM are woven into daily life as genuinely as academic subjects. The selective entry process means families will need either confidence in their child's test-taking ability or be willing to invest in preparation. For those who gain entry, the education is comprehensive and values-explicit in ways not all schools manage.

The school's recent shift to full co-education (2018) and its investment in modern facilities suggests institutional health and willingness to evolve. The connection to its own history, the original schoolroom still standing, Founders' Day still celebrated, William Ernest Henley's legacy still spoken of, anchors the place without imprisoning it.