Leicester Grammar School Trust Review 2026: Where Strong Academics Meet Forward-Thinking Culture

When Queen Elizabeth II opened Leicester Grammar School's purpose-built Great Glen campus in 2008, she was inaugurating one of England's most impressively equipped independent schools. Since its foundation in 1981 as a relatively modest venture with just 97 pupils, Leicester Grammar has evolved into a flourishing co-educational institution serving nearly 1,300 students aged 3 to 19. The school ranks 102nd in England for GCSE performance (FindMySchool ranking, placing it in the top 2% of schools ), with 64% of entries achieving grades 9-8 and 81% reaching grades 9-7. At A-level, 82% of grades achieve A*-B, positioning the school 152nd (FindMySchool ranking, within the top 6% in England). The modern campus spreads across 75 acres in South Leicestershire, featuring dedicated teaching wings, concert halls, laboratories, and some of the region's finest sports facilities. For families drawn to selective, academically rigorous education combined with genuine pastoral warmth, Leicester Grammar deserves serious consideration.

The school's location deliberately conceals its considerable presence. A long driveway winds through the Leicestershire countryside before the campus emerges, modern but increasingly matured by decade-old landscaping. The main teaching building houses a refectory, St Nicholas Assembly Hall, drama studio, music recital room, and five separate teaching wings. First-time visitors often note the architectural clarity: functional rather than ornate, but spacious and well-lit throughout. Within minutes of stepping inside, that initial functional impression gives way to something warmer.

The school maintains a vertical house system comprising four named houses, Dukes, Judges, Masters, and Vice-Chancellors, each containing roughly 300 pupils spanning all year groups. Siblings are traditionally placed in the same house. Inter-house competitions run throughout the year, culminating in the Midland Bank Cup award. This structure creates an unexpectedly intimate culture within a large institution. Students wear house jumpers in distinctive colours (red, blue, yellow, green), visual reminders of community belonging that extend beyond the typical form-based pastoral system.

In January 2025, Mr Magnus Anderson took over as Headmaster following seven years at Caterham School, where he led physics teaching and pastoral roles. He brings physics expertise and a demonstrated commitment to staff wellbeing during his transition to Leicester. The school's stated values emphasise intellectual curiosity, academic excellence, a broad curriculum, rich co-curricular opportunities, and emotional wellbeing. Parents and students describe the environment as academically serious without being pressurised, with pupils articulate, confident, and visibly proud of their school community. A roughly 56:44 boys-to-girls split, alongside over 40% of pupils from Asian backgrounds, is described as creating a genuinely diverse cohort. Most families are forward-thinking professionals, many first-time buyers of independent education, with high aspirations but little interest in traditional snobbery.

GCSE Performance

Leicester Grammar's GCSE outcomes have strengthened markedly over recent cycles. In 2024, 64% of entries achieved grades 9-8 (the top band), and 81% achieved grades 9-7 combined. These figures substantially exceed the England average of 54% achieving grades 9-7. The school ranks 102nd in England for GCSE performance (FindMySchool ranking), positioning it comfortably in the top 2% of schools, and 2nd among Leicester-area schools. Almost all pupils take 10+ GCSEs. At least two sciences are compulsory (and most pupils take all three separately), and everyone takes a language — choosing from French, German, Spanish, Italian, Latin or Classical Greek.

Mathematics and sciences see particularly strong uptake at GCSE, with sustained progression into A-level. Humanities and languages hold their own, with roughly 17% of Years 10-11 electing a second modern language alongside their compulsory first. The school reports consistently high achievement in English Baccalaureate entries, reflecting the breadth of the GCSE diet.

A-Level Performance

A-level results demonstrate the academic calibre of sixth formers and the rigour of teaching. In recent cycles, 82% of A-level grades achieved A*-B, with approximately 24% reaching A* and a further 32% reaching A. The school offers 26 A-level subjects, predominantly traditional academic disciplines alongside newer additions in Psychology and Business Studies, which have proved popular for retention and broadening the sixth form spectrum. Mathematics, Further Mathematics, and the sciences command strong numbers, as do languages and humanities, albeit at lower volumes. The school ranks 152nd in England for A-level outcomes (FindMySchool ranking), placing it within the top 6% and 1st among Leicester area schools. This ranking reflects consistent excellence at sixth form level and strong university preparation.

The curriculum at Leicester Grammar follows the English national framework with significant enrichment. Subject teaching is structured around clear pedagogical approaches. Pupils speak enthusiastically about lessons, noting that teachers have expert subject knowledge and explain concepts carefully. For a school of its size and academic ambition, there is a remarkably relaxed, happy feel evident during visits.

Technology features prominently. The school has invested heavily in IT infrastructure supporting classroom teaching, independent study, and remote learning provision (proven valuable during the pandemic). Digital literacy is embedded across subjects rather than siloed. At GCSE and A-level, pupils increasingly engage with online research, data analysis, and subject-specific software.

Latin is compulsory for Years 7 and 8, a decision that reflects the school's commitment to rigorous language foundations and classical culture. Pupils can progress to GCSE Latin and A-level Classical Civilisation or Ancient Greek, with Classics taught by specialist staff including postgraduates from Oxbridge with doctoral expertise. This provision is genuinely rare among independent schools outside London.

One notably distinctive element is the annual engineering project in Design and Technology. Two Greenpower cars are built and raced annually at Goodwood, competing against schools in England. These vehicles take pride of place in the Design Technology workshop, representing a source of genuine institutional pride and an exemplar of applied learning. Pupils who participate gain hands-on experience in mechanical design, materials science, project management, and sustainable engineering solutions.

University Destinations

In the 2024 leaver cohort, 73% of sixth form leavers progressed directly to university, with 16% entering employment and remaining proportions engaging with other pathways. The vast majority of university-bound leavers secure places at Russell Group institutions. Popular destinations in recent years include Leeds, Birmingham, Nottingham, Bristol, Leicester, Newcastle, Exeter, and UCL, a mix of research-intensive universities with strong faculties across STEM, humanities, and social sciences.

Oxbridge representation is meaningful though not dominant. The school reports eight Oxbridge acceptances in recent years, with 34 applications submitted over a measurement period, yielding a 27% offer rate. Cambridge acceptance particularly strong, with nine offers from 24 applications (38% offer rate), while Oxford acceptances have been lower. This profile suggests a selective but genuine pipeline to the highest-tier universities.

Medicine and biomedical sciences remain popular; roughly 20% of leavers in any cohort study these subjects, and the school typically sees 15-16 medical school acceptances annually. The rigour of A-level science teaching, combined with strong pastoral guidance on competitive applications, supports this pathway. Physics teaching staff, including the newly appointed Head, bring specialist credibility to pre-medical science preparation.

Several sixth form leavers each year depart for leading American universities through the American higher education system, a sign of the school's growing international reach and families' widening horizons.

Co-curricular provision is substantial and carefully curated. Rather than offering a generic sprawl of clubs, Leicester Grammar identifies distinct pillars of excellence and invests deeply in each.

Music: A Defining Strength

Music sits at the beating heart of the school's cultural identity. Participation in instrumental learning or ensemble work is effectively compulsory for musicians, the school reports that if you play an instrument, you must join some group or ensemble. This expectation has bred a thriving culture: 28 separate bands, orchestras, choirs, and specialist groups rehearse weekly throughout the year. Friendships flourish across year groups as ensembles are organised by musical ability rather than age, enabling younger gifted musicians to work alongside sixth formers.

The school maintains a Music Recital Room within the main building, a dedicated concert space suitable for chamber performances and formal recitals. Specialist music staff include the Head of Music and visiting instrumental teachers covering piano, strings, woodwind, brass, and percussion. All rehearsals adhere to a structured schedule; no ensemble conflicts with academic timetable. Music tours abroad periodically, and chapel services feature regular musical performances, maintaining the school's historic connection to Leicester Cathedral (though services now held in the on-site St Nicholas Hall).

There is a stated commitment that boys are encouraged to participate in choirs; parents specifically note delight at seeing male vocalists confidently represented across choral groups. This cultural shift, countering decades of male reluctance toward ensemble singing, reflects thoughtful programming and a genuinely inclusive ethos.

Drama & Theatrical Production

Drama provision is equally ambitious. The main teaching building houses a dedicated drama studio. The school produces annual theatrical productions, typically full-scale productions with orchestral accompaniment involving significant numbers of pupils. Recent productions have been notable enough to tour externally and maintain quality rivalling semi-professional standards. Lower school drama is particularly strong, with younger pupils encouraged toward performance confidence through regular school plays and interactive workshops.

Specialist drama teaching is led by dedicated staff with theatrical credentials. Pupils describe the experience as genuinely accessible; while some pursue GCSE Drama and A-level Theatre Studies, participation in the co-curricular programme is open to all, regardless of prior experience.

STEM & Innovation

Design and Technology stands out, particularly through the Greenpower initiative (described above). Beyond the annual car project, the school offers specialist robotics and engineering clubs. A Young Scientists Journal gives pupils an outlet for independent research and scientific communication. Science clubs operate in Biology, Chemistry, and Physics, allowing students to explore disciplines beyond curriculum requirements, dissection clubs, biochemistry investigations, and materials science experiments.

Computing and technology clubs span coding, web design, and data analytics. The school's commitment to computing education reflects both career preparation and intellectual enrichment. For mathematically inclined pupils, there are mathematical clubs and society involvement in regional and national mathematics competitions and olympiads.

Sport: Increasingly Ambitious

Sports provision has expanded significantly since relocation to the 75-acre campus. The school fields over 50 teams competing in the major sports: netball, rugby, football, hockey, cricket, athletics, and tennis. Teams compete at county and regional level, with numerous pupils representing Leicestershire and regularly achieving regional/international selection in various sports.

New sporting leadership has enhanced the programme. The school maintains close partnerships with Leicester Tigers (rugby), Leicester Ladies' Hockey, and Leicester Men's Hockey, creating pathways for talented young players to gain exposure to elite-level coaching and competition. For students aspiring toward university sports scholarships or professional pathways, these connections provide tangible advantage.

The facilities support this ambition. The campus boasts two all-weather hockey pitches (one sand-based, one water-based), five rugby pitches, a dedicated cricket pitch, eight floodlit hard tennis/netball courts, a standalone pavilion with catering and changing facilities, an indoor multi-use sports complex (badminton, basketball, netball), indoor cricket nets, table tennis, a fitness suite with Techno-gym Wellness equipment, a gym/dance studio, and a 25-metre six-lane heated swimming pool. This comprehensive infrastructure allows year-round training regardless of weather.

Recreational sport is also encouraged; the school cultivates a culture where participation matters as much as excellence. Pupils who are not elite athletes find pathways into team sport, outdoor education, and fitness activities suitable to their abilities.

Additional Co-Curricular Opportunities

The school maintains a Calendar of co-curricular activities, updated termly with current offerings. Sixth formers access further opportunities through the dedicated Sixth Form 'Aspire' Programme, which provides extension seminars, independent research projects, and leadership responsibilities. Duke of Edinburgh's Award runs to Gold level, engaging hundreds of pupils in personal development and outdoor expedition.

Young Enterprise provides pupils with experience in setting up and running a school business venture, with competitive assessment through the national Young Enterprise scheme. The Young Arts and Humanities Journal gives pupils an outlet for critical writing and cultural commentary. Charitable work is embedded; the school runs structured charitable projects supporting local and international causes, allowing students to develop social awareness and practical service commitments.

Debate and public speaking clubs develop oratory skills and critical thinking. A thriving chess community, multiple sports clubs beyond the major fixtures, and arts engagement through pottery/ceramics and photography complete a picture of genuinely broad opportunity.

Entry Points & Selection

Leicester Grammar operates entry points at age 11 (Year 7) and age 16 (Year 12 sixth form). All entry is selective. Year 7 candidates sit entrance examinations covering verbal reasoning, English, and mathematics, taken in January of the entry year. Selective criteria include examination performance; some candidates are interviewed. Roughly half of the Year 7 intake comes from Leicester Grammar Junior School (on the same site), with automatic progression conditional on satisfactory performance. A further 20 or so Year 6 pupils from the school's own Prep Class, which is taught within the senior school, gain automatic entry following their entrance exam in Year 5. The remaining two-thirds of the Year 7 cohort comes from local state primaries and preparatory schools, with some pupils travelling from out of county (Northamptonshire, Rutland).

The examination-based route is transparent and defensible; strong performance in reasoning, English, and mathematics predicts success in the academic curriculum. The school does not artificially cap examination pass marks; rather, candidates are ranked by score, and offers are extended in descending order until capacity is reached. Entrance into the school has become increasingly competitive; approximately half of candidates are successful.

Sixth Form Entry

Entry to the sixth form is by interview and GCSE performance. The school requires a minimum of three GCSE grade 7s and three grade 6s overall, with specifically grade 7s in subjects candidates intend to study at A-level. External applicants (from other schools) are invited to a taster day and formal interview with the Head of Sixth Form and relevant subject staff. Internal candidates from Year 11 at Leicester Grammar proceed through a direct interview process.

Each student receives a one-to-one interview to discuss A-level subject selection, ensuring coherence and alignment with GCSE attainment and student interests. The school advises that three A-levels are optimal for university entrance, though four A-levels are possible for particularly able and industrious candidates (essential for Further Mathematicians wishing to combine Further Maths with additional subjects).

Roughly 20 external candidates join the sixth form each year, primarily from state comprehensives within the city. This modest external intake maintains cohesion while allowing fresh perspectives and talent beyond the school's own Year 11.

Fees & Financial Support

Fees for Year 7 through Year 11 are approximately £5,300 per term, payable in advance by the first day of each term. Sixth form fees are on a similar scale. The school publishes a sibling discount scheme: 5% reduction for a second child attending simultaneously, 8% for a third child, and 10% for a fourth child. These discounts apply across the entire Leicester Grammar School Trust (i.e., if children attend Leicester Grammar Senior, Junior School, and LGS Stoneygate concurrently, discounts apply).

The school explicitly emphasises value for money, positioning fees as accessible excellence, moderate compared to leading independent schools in England, yet supporting genuinely high-quality teaching, facilities, and co-curricular programming. Families should anticipate additional costs for school uniform, lunch (if taking school catering), school trips, and instrumental music lessons (charged at rates determined by visiting teachers).

Scholarships & Bursaries

The school offers a limited scholarship programme for academic, music, art, sport, and all-round achievement. Scholarships typically reduce fees by 10-25%, depending on the specific award and pupil's profile. Applications are competitive; the school receives strong numbers of enquiries.

Sir Thomas White Trust scholarships are available for sixth form entry, offering full tuition fee coverage for two years to candidates demonstrating genuine financial need (means-tested) and academic merit. This scheme brings able pupils from state education into the sixth form who might otherwise be unable to afford independent school fees, thereby widening access and diversifying the pupil cohort.

The school reports that bursaries are available on a means-tested basis, though specific percentages of pupils receiving assistance are not published. Families should make direct enquiries with the Admissions Office regarding bursary eligibility if cost is a concern.

Pastoral structures are thoughtful and multi-layered. Every pupil is placed in a vertical house (Dukes, Judges, Masters, VCs) with a Housemaster or Housemistress responsible for welfare and celebration of achievements. Form tutors (typically two per form) provide day-to-day academic and pastoral oversight. Year heads manage broader pastoral and discipline matters for specific year groups. The Director of Wellbeing and Co-Curriculum oversees broader pastoral strategy, mental health support, and co-curricular coordination.

The school actively supports pupils with SEND. Approximately 118 pupils have SEND status on the school's records, ranging from low-level support to complex needs. The school provides additional English lessons (rather than forcing a second language requirement) for dyslexic pupils; one parent reported genuine satisfaction that her dyslexic son was given substantial support, achieving A and A* in his GCSEs despite initial concern. A dedicated team in Learning Development, led by specialists in specific learning differences, provides assessment, intervention, and exam access arrangements where appropriate.

Counselling services are available, though the school acknowledges that in-school mental health support is in high demand and accessibility can be limited. The school is proactive in promoting healthy lifestyles, though some pupils have noted that wellness messaging could be reinforced more consistently. The pastoral culture is supportive and genuinely caring; pupils feel known and supported by staff.

The school operates a full Monday-to-Friday timetable, term-time only (three terms per academic year). The school day typically runs 8:50am to 3:20pm, with lunch provided. Specific before/after-school care arrangements are not published for secondary pupils; sixth formers are expected to manage their own schedules given their age and independence. Details of bus routes and transport arrangements are available on the school website and should be checked for current information.

The campus is situated on London Road, Great Glen, approximately eight miles south of Leicester city centre. By car, the drive from central Leicester is typically 15-20 minutes in light traffic. Public transport connections are less convenient; most pupils either drive themselves (sixth formers) or rely on parents for transport, though the school operates several bus routes from surrounding areas. Walking or cycling is feasible for pupils living locally.

Entrance competition is genuine. Approximately half of Year 7 candidates are unsuccessful. Families should recognise that entrance is not guaranteed and prepare psychologically for the possibility of rejection. This selectivity, while academically sound, means that admission is a meaningful hurdle.

Location and transport may be restrictive for some. The rural Great Glen site, while boasting excellent facilities, is less accessible than an inner-city location. Families relying on public transport may find journey times lengthy. Car dependency is high for most pupils and families, particularly those living beyond the immediate vicinity.

The modern campus lacks historic character. While facilities are comprehensive and well-maintained, the architecture has been described as functional rather than aesthetically distinguished. Families seeking the tradition and heritage typical of long-established independent schools may find the modernity slightly disappointing. However, over 15 years of landscaping has warmed the initial impression considerably.

Diversity of social background is somewhat limited to professional/aspirational families. The pupil population skews toward families from professional backgrounds, many first-time buyers of private education. This creates a particular demographic and cultural flavour; families seeking maximum socioeconomic and cultural diversity may observe that the school draws predominantly from Leicester's educated middle classes and Asian professional communities.

The selective entry model means managing expectations around university progression. While the school sends a healthy percentage to Russell Group universities and has an Oxbridge pathway, entrance is not automatic, and competition is intense. Students must sustain academic engagement beyond sixth form entry; A-level grades need not be exceptional by university standards, but motivation and interest matter significantly.

Leicester Grammar School Trust Senior School represents thoughtful, academically serious independent education delivered with genuine pastoral warmth. The school successfully manages an apparent contradiction: rigorous academic selection and expectation, combined with a supportive, inclusive cultural tone. Results speak clearly: 81% GCSE grades 9-7, 82% A*-B at A-level, and consistent progression to leading universities. Yet results alone do not capture the distinctiveness. The vertical house system, substantial co-curricular commitment, diverse pupil community, and forward-thinking leadership create an institution that values excellence without pretension.

Best suited to academically able pupils whose families prioritise educational quality, broad co-curricular opportunity, and genuine pastoral support. The school is particularly strong for pupils seeking specialist music, drama, or STEM pathways, or those aspiring toward competitive university selection (particularly medicine, sciences, and Oxbridge). The entrance process is selective but fair; families should approach admissions realistically but recognise that strong Year 7 entrance performance genuinely reflects an individual's likely success within the school's academic programme.

The main limiting factors are not academic but logistical and cultural: transport accessibility for some families, the modern rather than heritage setting, and the somewhat professional-class demographic. For families well-positioned geographically, financially, and culturally to access the school, Leicester Grammar delivers genuine educational value and offers one of the strongest academic and co-curricular experiences available within Leicestershire.