A small roll, a clear Church of England identity, and a deliberately personalised approach are the headline features at St James’ School. With around 68 pupils aged 11 to 18 at the time of the most recent inspection, this is a setting where staff know pupils well and teaching can be adapted quickly to need.
Miss Trudy Harris leads the school as Headmistress and was appointed in April 2022. The school is owned by Alpha Schools (Holdings) Ltd, following a purchase in May 2021, and it offers both day places and boarding, with boarding numbers currently very small.
Parents should understand the positioning: this is not a large, broad-curriculum independent with dozens of clubs competing for attention. It is a compact school focused on close support, small classes, and a structured environment, including distinct learning pathways for pupils with additional needs.
St James’ School presents itself as intentionally small, with relationships and individual attention at the centre of its offer. That shows up in the way the school structures learning support, pastoral routines, and tutoring, as well as in its house system, which is used to create belonging across year groups.
Leadership is visible across the public-facing information. The head’s welcome frames the school around “family”, pastoral care, and the idea of “future proofing” students through both qualifications and character development. The language is aspirational, but the practical implication is straightforward: pupils are expected to be known, guided, and supported closely, including through specialist support where needed.
External evaluation aligns with the broad picture of calm, inclusive support. The latest ISI inspection in January 2025 reported that all Standards are met, and it described an inclusive, calm environment where pupils feel valued, alongside kind and caring support in boarding.
A key cultural feature is that provision is built around individual needs rather than a single “typical” pupil profile. The school describes three pathways, including the Learning Hub and the Learning Lodge, and the latest inspection records a high proportion of pupils with identified special educational needs and/or disabilities, including pupils with Education, Health and Care Plans. For families actively seeking a smaller, structured environment with higher levels of adult support, that can be a strong fit. For others, it may feel different from a mainstream independent secondary with large cohorts and extensive pupil-led life.
This sits below England average overall (within the bottom 40% of schools in England).
At GCSE level, the school’s average Attainment 8 score is 28.5. The EBacc profile is distinctive, with 0% of pupils achieving grades 5 or above in the EBacc and an average EBacc APS of 2.14, compared with an England average of 4.08.
For many families, the more important interpretation is not “headline outcomes” but “fit and trajectory”. The January 2025 inspection describes a curriculum planned around individual needs and aptitudes, adapting as necessary to enable pupils to achieve their potential, and it highlights strong staff deployment, including teaching assistants, to meet complex needs. In other words, academic success here is closely linked to personalised planning and consistent support, rather than large-scale academic competition.
This is also below England average overall (within the bottom 40% of sixth forms in England).
At A-level, the grade distribution recorded shows 0% A*, 5.88% A, 23.53% B, and 29.41% A* to B, compared with an England average of 47.2% A* to B.
If you are comparing local options, FindMySchool’s Local Hub and Comparison Tool can help you view GCSE and sixth form outcomes side-by-side with nearby schools, which is often more useful than scanning individual headline figures in isolation.
England ranks and key metrics (where available)
A-Level A*-B
29.41%
% of students achieving grades A*-B
GCSE 9–7
—
% of students achieving grades 9-7
The school’s teaching model is built around small class sizes and adaptation. St James’ describes class sizes capped at 18 and positions this as enabling more tailored learning and individual guidance.
The learning structure has three strands: a mainstream route, the Learning Hub, and the Learning Lodge. The Learning Lodge is described as an intensive, specially designed environment for children with high-level special educational needs, centred on comprehensive assessment, personalised support planning, and targeted language and communication support. Alongside this, “Accelerating Learning” is presented as a graduated set of supports led by the SENCO, ranging from adapted resources through to dedicated 1-to-1 teaching assistant support where needed.
Curriculum planning and careers education are also framed as personalised. Inspection evidence points to carefully tailored careers guidance and structured preparation for post-16 and post-18 pathways, supported by visits and speakers as appropriate. The practical implication is that families considering this school should ask detailed questions about how the school would map a child’s needs to a pathway, and how that pathway connects to GCSE subject choices, study routines, and progression to sixth form.
Published destination statistics are limited for St James’ School, and Oxbridge figures are not available in the provided data for this school. What is clearer is the framework: careers education is planned from Year 7 and delivered through assemblies, PSHE lessons, and dedicated days, with impartial advice and support for routes including higher education, employment, and apprenticeships.
The school also uses practical programmes to develop employability and economic understanding. Young Enterprise is referenced in both staffing and inspection evidence as part of how pupils build teamwork, financial literacy, and confidence in real-world tasks.
For families focused on post-16 progression, the most useful enquiry is often not “which universities?”, but “what is the sixth form study model and how does it support this child?”. The school describes a highly personalised two-year sixth form experience, with flexibility in course combinations and a focus on communication, problem-solving, and independence.
Admissions are direct to the school and are presented as non-selective in principle, with an emphasis on fit. The school describes a process that typically includes a visit, an informal meeting with the Headmistress, and taster days to determine whether the environment and approach are right for the child.
For families exploring entry to Year 7, there is a scheduled “Moving Up” Open Day on Wednesday 04 February 2026 (9:30am to 3:00pm), aimed at Year 5 and Year 6 pupils. The programme includes opportunities to meet staff and student ambassadors and take part in a Young Enterprise style activity. If you are considering boarding, early conversations matter, not because of formal deadlines, but because boarding availability and the shape of the boarding cohort can vary year to year.
Where distance and catchment dominate state-school admissions, independent admissions work differently. Even so, parents deciding between local options should still be precise about practicalities, particularly travel and time. If you are weighing multiple schools, FindMySchool’s Map Search can help you compare realistic travel time and morning routine across choices, rather than relying on rough assumptions.
Pastoral support is a central plank of the St James’ proposition. The latest inspection records effective pastoral and academic support that helps pupils adapt to school life and develop personally and academically, with particular strength for pupils with SEND.
The school’s pastoral structure includes daily routines and interventions framed around emotional regulation and readiness to learn. Published examples include mindfulness, breakfast club, structured “it’s good to talk” sessions, and walking activities used as part of morning routines.
Safeguarding and risk management are treated with appropriate seriousness in formal documentation and external evaluation. The January 2025 inspection describes clear systems, trusted adults for reporting concerns, and suitable approaches to online safety, monitoring, and recruitment checks.
The co-curricular offer has two layers: structured in-school enrichment and, where appropriate, opportunities in the local area, which can suit a small school that aims to tailor opportunities to individual interests.
Academic and skills-based enrichment is one of the clearer published strengths. Named activities include ECO-Society, National Coding Competitions, Computer Club, Construction Club, Creative Writing Club, inter-house maths competitions, and participation in Junior, Intermediate, and Senior Maths Challenge levels. Young Enterprise appears as a recurring theme, linked to teamwork and financial literacy, and it is part of how the school builds practical confidence alongside academic content.
Houses and leadership provide another pillar. The house system includes Lindsey, Blakeney, and Walkerley, with names tied to local and school governance history, and it supports cross-year leadership through roles such as house captaincy and school council representation. For pupils who benefit from clear structure and identity, houses can give an extra layer of belonging beyond tutor groups.
Sport and music are present, although less fully detailed in published material than academic enrichment. Sport is positioned as a regular part of school life through games, PE, and after-school clubs. Music is described as integral up to Year 9, with weekly lessons led by the Director of Music and the option to take music at GCSE.
Boarding at St James’ is small-scale and closely integrated with the wider school. The January 2025 inspection states that accommodation for male and female boarders is provided in a single boarding house close to the main school site, and it records that only a small number of pupils were boarding at the time of inspection.
For some families, that intimacy is exactly the point: the boarding house can feel more like a small home base than a large boarding operation, with close supervision and quick communication between house staff and teaching staff. The same inspection evidence describes a comfortable environment and kind, caring support in boarding.
The school also describes boarding as a route to accessing enrichment and academic help beyond the normal school day, with boarders supported to take part in activities including Computer Club, Creative Writing Club, and inter-house competitions. Families considering boarding should ask direct questions about weekend routines, the balance of weekly versus full boarding, and how the school ensures older pupils have meaningful activities and independence-building opportunities.
Fees are published on a termly basis for 2025 to 2026:
Years 7 to 11 (day): £5,560 per term
Years 12 and 13 (day): £4,408 per term
Weekly boarding: £9,161 per term
Full boarding: £11,632 per term
The school also states a sibling discount of 10% for a second child and 15% for a third or subsequent child.
Support with fees is referenced primarily through scholarships. Sixth form scholarships are described across Sport, Music, Academics, and Art, with an application and assessment process for entry. Families who want a full picture should ask the admissions team to explain how scholarships interact with any other support the school can offer.
*Bursaries may be available for eligible families.
Basis: per term
Term dates and timings indicate a school day that begins at 8:30am and typically ends at 3:50pm. The school also states it can offer wraparound care for all pupils, with clubs running until 5:00pm, and pupils able to choose homework club or an activity.
Transport support includes school transport options and two published bus routes, one from Brigg and one from Louth (with return journey currently available from Brigg only). For boarding families, proximity to major transport links and the practicalities of exeats and travel days should be discussed early, particularly given the small size of the boarding cohort.
GCSE and A-level performance indicators are currently below England averages in the available data. EBacc entry and EBacc grade outcomes are recorded as 0% in the metrics provided, which may be a concern for families seeking a traditional EBacc-heavy route.
Co-curricular depth for older pupils is identified as an area to strengthen. External evaluation highlights a narrower range of activities for Years 10 and 11 and the sixth form than would be ideal, with leaders advised to broaden opportunities for older pupils.
PSHE and relationships and sex education delivery in Years 10 and 11 is identified as less effective than elsewhere. Families with specific expectations in this area should ask how the programme is being strengthened.
Boarding is a small provision. A small boarding cohort can be a benefit for close support, but families wanting a large house system and extensive weekend programme should probe how weekend life works year to year.
St James’ School suits families seeking a small independent secondary with strong pastoral wraparound, structured adult support, and flexibility for pupils with additional needs, including high-level SEN pathways. Boarding can work well for those who prefer a small, closely supervised house environment rather than a large-scale boarding operation.
The main trade-off is breadth at the top end: the published attainment indicators are modest, and external evaluation highlights that older students would benefit from a wider co-curricular offer and stronger PSHE delivery. For the right child, the close attention and tailored planning can be the decisive advantage; for others, a larger independent or a high-performing state option may align better with academic ambitions and sixth form life.
St James’ School offers a small, supportive environment with personalised learning pathways and a strong pastoral emphasis. External evaluation in January 2025 confirmed that all Standards are met and highlighted inclusive culture and effective safeguarding. Academic outcomes in the available data are modest, so it is best suited to families prioritising close support and tailored planning.
For 2025 to 2026, day fees are £5,560 per term for Years 7 to 11 and £4,408 per term for Years 12 and 13. Weekly boarding is £9,161 per term and full boarding is £11,632 per term. The school also references sixth form scholarships in areas such as academics, music, sport, and art.
Yes. Boarding is available and is organised through a single boarding house close to the main school site. Boarding numbers are small, which can suit families looking for close supervision and a quieter house setting.
Admissions are presented as non-selective, with an emphasis on fit. Families are usually encouraged to visit, meet the Headmistress, and arrange taster days. A Year 7 “Moving Up” Open Day is scheduled for 04 February 2026 for Year 5 and Year 6 pupils, and families can enquire about sixth form entry and scholarship routes directly with the school.
The school describes three learning pathways, including the Learning Hub and the Learning Lodge. The Learning Lodge is presented as an intensive environment for pupils with high-level special educational needs, supported by assessment-led planning and structured wellbeing support. Families should ask how a child would be assessed for a pathway and how that pathway affects subject choices and study routines.
Get in touch with the school directly
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