Uppingham School Review 2026: Four Centuries of Excellence in a Market Town

Archdeacon Robert Johnson founded Uppingham in 1584 on the principles of education for all, establishing a free grammar school in the heart of Rutland. Today, that original 1584 schoolroom still stands as a Grade I listed building near the parish church, reminding pupils and staff alike of their place in a continuous educational tradition spanning 440 years. At the honey-coloured market town, pupils move between lessons across picturesque streets, their gowns visible in afternoon sunlight, a visual testimony to the school's blend of heritage and vitality.

Uppingham occupies an unusual position in English boarding education: almost entirely residential (around 95% full boarders), with just one day house introduced in 2024, yet serving 850 pupils ranging from ages 13 to 18. The school ranks 200th in England for GCSE outcomes and 172nd for A-level results (FindMySchool ranking data), placing it in the top 6-7% of schools. In 2024, 69% of GCSE entries achieved grades 9-7, and 85% of A-level entries secured A*-B grades. Six students received Oxbridge places in 2024, with the majority of leavers progressing to Russell Group universities. This is a school where academic rigour coexists comfortably with music, sport, and the performing arts. The resulting culture, often described as one where "it's as cool to carry a cello as a cricket bag", creates an environment where diverse talents flourish equally.

The architectural landscape tells Uppingham's story with clarity. The Victorian red-brick tower marking the school entrance dates to the 19th-century expansion under Edward Thring, the school's legendary headmaster who transformed it from a small local grammar school into a in England significant institution. The Gothic Revival chapel designed by architect G. E. Street stands as a focal point of community life. More recently, the Leonardo Centre (opened 1995) houses art, design and technology, while the Western Quad, completed in 2014 with Sir Alec Jeffreys officially opening the new science centre, reflects the school's continued investment in state-of-the-art teaching spaces. The 65-acre campus, described as the largest playing field area of any English school, spreads across three distinct zones within the town itself.

Dr Richard Maloney, Headmaster since 2016, brings experience from St Bede's Senior School and a background in academic leadership shaped by his own time as an assisted place student at Latymer Upper. His tenure has emphasised forward-thinking approaches while preserving what works: the house system remains central to pastoral life, academic scholarship remains paramount, and the commitment to comprehensive co-curricular provision remains non-negotiable.

The atmosphere is purposeful without being pressurised. Pupils here are conscious of their privilege and engage enthusiastically in their education. House dining remains a cornerstone of Uppingham life, staff and rotating guest lecturers join pupils at mealtables daily, a practice that strengthens community bonds and ensures staff know their charges beyond the classroom. Each of the 15 boarding houses (nine for boys, six for girls) develops its own character and traditions while adhering to the school's values of curiosity, rigour and community. The Li Kwok Po House, opened in 2024 and housed in the former Thring Centre, represents the school's first dedicated day house, named after an Old Uppinghamian pioneer from Hong Kong. This addition reflects growing demand for day places while maintaining the predominantly boarding ethos.

GCSE Performance

In 2024, pupils achieved strong outcomes at GCSE. The school ranks 200th in England for secondary outcomes (FindMySchool ranking), placing it among the top 4% of schools and within the top 10% of schools in England 69% of grades achieved were 9-7, the highest grades available. This sits well above the England average, reflecting consistent academic expectation and teaching quality. The published figures suggest pupils make solid progress through the school, supported by structured teaching and individualized learning plans.

Results span all academic disciplines, with the curriculum offering 20+ subjects at GCSE level. The school's breadth ensures pupils can pursue humanities, sciences, modern languages, classics, design and technology, and the arts in equal measure. The explicit teaching of character alongside academic knowledge, a deliberate school priority, contributes to pupils developing resilience and independence in their learning.

A-Level Performance

The sixth form outcomes tell a story of sustained academic achievement. In 2024, 85% of A-level entries achieved A*-B grades, with 53% at A*/A. The school ranks 172nd in England for A-level results (FindMySchool ranking), placing it within the top 6% of A-level providers and firmly in the top 10% of schools in England Results across 26 A-level subjects demonstrate breadth and depth. History of Art, Russian, and Classical Greek alongside traditional sciences and humanities confirm the school's commitment to intellectual breadth rather than narrow excellence.

Twenty-six A-level subjects are available, a range far exceeding many comparable schools. This reflects the size of the sixth form (approximately 280 students in Years 12 and 13) and the school's determination to offer genuine choice. Pupils frequently pursue less conventional A-levels, Classics (Latin and Classical Civilisation), Philosophy and Religious Studies, Politics, and Psychology, alongside mathematics, sciences, and modern languages.

Teaching at Uppingham is characterised by subject expertise and intellectual engagement. The school employs dedicated subject specialists, many of whom bring professional credentials from their fields. The class sizes, averaging 14 pupils in lower years and dropping significantly for A-level, create conditions for detailed feedback and individualised support. Academic clinics, additional support sessions beyond formal lessons, are embedded into the weekly rhythm rather than perceived as remedial provision.

The curriculum integrates breadth and depth. In the lower school (Years 7-8), all pupils study a broad range of subjects including two sciences, a modern language, classics-based subjects, and the full range of arts disciplines. By GCSE, pupils select eight to ten subjects from a range exceeding 20 options. By sixth form, they typically choose three A-levels, supported by extended project qualifications and further studies in academic subjects where time permits.

Learning support is systematic and early. The Learning Support department identifies pupils with dyslexia, processing difficulties, or organisational challenges and provides tailored intervention. Specialist teaching in English as an Additional Language serves international pupils efficiently, with additional tutoring charged separately but integrated thoughtfully into the timetable.

The school's digital infrastructure supports learning. Computer suites are accessible throughout the campus, and the school has invested in music technology, design software, and online learning platforms. However, the school deliberately resists over-reliance on screens during the school day, maintaining the importance of face-to-face teaching and written work.

University Destinations

In 2024, 52% of leavers progressed to university. The majority of these attended Russell Group institutions, with six students securing places at Oxford and Cambridge. The range of universities reflects the breadth of pupil ambition: students progress to medical schools (notably competitive), read sciences and engineering at leading universities, and pursue humanities at both ancient and modern institutions.

Beyond Oxbridge, leavers regularly secure places at Durham, Bristol, Edinburgh, Warwick, and imperial College, suggesting both academic strength and effective careers guidance. The school employs a dedicated Head of Sixth Form Guidance to manage university applications, reference writing, and entrance exam preparation. The Old Uppinghamians network (founded 1911, with over 8,000 members globally) maintains mentoring relationships and professional connections that extend the school's reach into higher education.

Post-Sixth Form Pathways

23% of leavers entered employment in 2024, many through graduate training programmes or specialist roles. The school's location, one hour from London by train, 40-50 minutes from East Midlands Airport, facilitates work placements and internships. The careers department offers work experience placements coordinated through local businesses, charities, and professional services firms.

A smaller cohort pursues gap years, conservatoire training (music and drama particularly), or specialised study such as art foundation courses. The school supports these pathways through well-structured guidance and strong university connections that facilitate deferred entry arrangements.

This is Uppingham's defining characteristic, and warrants substantial detail. Co-curricular life is genuinely comprehensive, with over 40 clubs and societies registered, plus informal groups forming and reforming around emerging interests. The school embeds enrichment activities into the official timetable, pupils choose from a structured menu of activities on designated afternoons, preventing the sense that extracurriculars are optional bolt-ons.

Music: The Heartbeat of School Life

Music occupies an almost sacred place at Uppingham, with the school maintaining one of the most ambitious programmes in English boarding education. The three dedicated music schools (housed in purpose-built spaces with state-of-the-art facilities) host approximately 650 weekly instrumental lessons taught by a team of 60 staff, including adjudicators from the Royal College of Music, Guildhall School of Music and Drama, and Royal Birmingham Conservatoire of Music.

Major ensembles include the Symphony Orchestra, Chamber Orchestra, Jazz Orchestra, String Orchestra, Chapel Choir, Chamber Choir, Concert Bands, and Pipe Band. The jazz programme deserves particular mention: the Jazz Orchestra performs regularly at major venues and has earned a reputation extending well beyond school circles. String players access dedicated chamber opportunities alongside orchestral work. The Chapel Choir, augmented by school singers, performs congregational singing that echoes through the Grade I listed chapel weekly.

Beyond ensemble work, 66% of pupils study at least one instrument formally. Music scholarships (13+ and 16+ entry) reward talented musicians with up to 20% fee remission plus tuition fee waivers on two instruments, attracting serious young musicians in England. The school's investment in music, evident in the breadth of repertoire, the calibre of staff, and the frequency of performances, reinforces the cultural message that musical excellence is normative here.

Lunchtime concerts, held free every Wednesday at Uppingham Parish Church, bring major works into the community space. Full orchestral concerts, chamber recitals, and experimental music projects occupy the academic year calendar. Many pupils perform at major venues including St Paul's Cathedral and Westminster Abbey, creating stage experience rarely available to sixth formers.

Drama & Theatre: Professional Standards

The theatre programme operates at professional quality. Housed in two performance spaces, a 300-seat proscenium arch theatre and the 160-seat black box Williams Studio, the programme stages year-group main productions, a whole-school musical, and an annual drama festival showcasing ensemble work. Recent productions range from The Curious Incident (Dog in the Night‑Time) to The Complete Works of William Shakespeare (Abridged), as well as established Broadway musicals.

The technical standards are exceptional. Olivier award-winning technical staff oversee lighting, sound, and set design, involving pupils in all aspects of theatrical production. The director of theatre, Sarah Baker-Doherty (appointed 2023), brings extensive professional experience directing productions including Les Misérables and Miss Saigon in venues worldwide. Her appointment signals the school's intention to position itself as a leading independent school theatre. Participation is genuinely open, performers, directors, lighting technicians, sound engineers, and front-of-house staff all contribute equally to production success.

The emotional safety of the theatre community is explicitly prioritised. Pupils describe the space as "welcoming, safe and accepted, where they are free to be themselves without inhibition or judgment." This creates conditions where less confident performers take part, where diverse stories are staged, and where theatre becomes a bonding experience across year groups.

Sports: Comprehensive Provision Beyond Rugby

The sports programme reflects the school's commitment to providing excellence across a wide spectrum. The recently opened sports centre includes a 25-metre swimming pool (6 lanes, constant 1.2-metre depth), multi-use sports hall, 50-station fitness studio, three squash courts, gymnasium, and two dance studios. Outdoor provision comprises 12 tennis courts and extensive playing fields.

Core sports, rugby, hockey, cricket, tennis, athletics, netball, cross country, and football, receive structured coaching and competitive fixtures. The school fields teams at multiple ability levels, ensuring participation rather than just elite representation. Rugby and hockey have strong traditions, with results suggesting competitive quality at regional level. Cricket, reflecting English public school tradition, remains popular, with the Grade II listed cricket pavilion (listed 2018) adding historical significance.

Less mainstream sports include fives (a centuries-old game particular to certain English schools), badminton, golf, and cross country. The addition of netball in recent years reflects the school's genuinely co-ed approach to sport, with girls competing at senior levels rather than as an afterthought. The sports centre hosts community swimming and tennis clubs, embedding the school within the local community.

Participation in Duke of Edinburgh Award schemes runs alongside core sporting activity, with Bronze and Gold awards achieved annually. Combined Cadet Force remains popular, described as "one of the largest in the country," offering military-style discipline and teamwork experience to over 100 pupils.

Clubs & Societies: 40+ Options Spanning Interests

The richness of club provision extends well beyond sport and music. Named societies include Debating Society (competing in national and international competitions), Drone Racing (combining engineering and competition), Linguistics Club, Philosophy Society, Beekeeping Club, Electronics Club, Classical Film Society, Memory Skills Workshop, and Songwriting Workshop. The school also lists Science Reading Society, Games Club (board and card games), and multiple musical groups beyond main ensembles (jazz combos, chamber groups, informal bands).

The entrepreneurship clubs and societies reflect modern concerns: Business Club, Economics Society, and Tech Club provide platforms for pupils interested in commerce and digital innovation. Environmental groups coordinate conservation efforts and sustainability projects locally. The Debating Society and Public Speaking competition cultivate rhetoric and argumentation skills, with pupils competing in national competitions.

The old Uppinghamian Association maintains active alumni clubs in cricket, hockey, fives, golf, sailing, and rifle shooting, suggesting continuity of interest across generations. The school's location, deep in rural Rutland, paradoxically fosters outdoor clubs including hiking, climbing, and adventure training that wouldn't be feasible in urban settings.

The activities programme structure, with an official Activities Fair at the start of autumn term and a printed Activities Handbook listing 70+ opportunities, prevents the impression of hidden or exclusive provision. Pupils self-select from genuine choice, and the school actively encourages new clubs if existing provision doesn't match emerging interests.

Uppingham is an independent boarding school, and fees reflect this positioning. For 2025-26, boarding fees (termed "Full Boarding") stand at £19,392 per term, payable termly in advance on the last working day before each term begins. Day fees are £11,358 per term, and day-in-boarding (flexible boarding arrangement with 1-4 nights weekly, introduced January 2026) ranges from £9,390 to £11,472 per term depending on nights boarded.

Lower School (Years 7-8) day fees are £8,436 per term, with flexible boarding options newly available from January 2026. These changes reflect the school's response to demand for day places and the introduction of the Li Kwok Po day house, expanding access beyond full boarding.

Registration fee is £250 (payable on registration, non-refundable). Acceptance deposit is £1,500 for UK resident pupils, rising to £19,392 (equivalent to one term's boarding fees) for overseas pupils.

Extra charges include music lessons (first instrument £668.40 per term for 30 lessons of 40 minutes; subsequent instruments £548.00 per term), instrument hire and maintenance (£48.90 per term), and English as an Additional Language tuition (charged at £52.70 per hour). The school explicitly states it does not offer private tuition outside the curriculum beyond subject-specific support clinics and language tuition.

Scholarships and bursaries provide significant assistance. Academic scholarships (13+ and 16+ entry) are awarded for excellence in academics, music, art, design and technology, drama, sport, and all-round achievement. Values typically reach 5-10% of fees. Music scholarships specifically offer up to 20% fee remission plus waived tuition fees on two instruments (with a third available at the director's discretion).

Means-tested bursaries are available for families whose children perform well in entrance assessments but whose families cannot otherwise afford fees. The school states that substantial bursaries, covering up to 100% of fees in cases of real financial need, are available. This suggests genuine commitment to access regardless of background, a significant statement in the independent school sector where financial barriers often exclude talented pupils.

The school offers a Standard Fees in Advance scheme allowing parents to pay a lump sum to secure future fees at a fixed discount, with possible tax benefits. School Fee Plan (SFP) allows monthly payment spreading, though the school notes it is not party to SFP agreements and remains responsible for fees regardless of third-party payment arrangements.

The boarding house structure is fundamental to pastoral care. Each house has a housemaster or housemistress (both resident with their families) supported by academic tutors and resident staff. Lower School house (Years 7-8) operates separately, providing additional transition support for younger boarders entering full-time residential life. Boys' houses (Brooklands, Fircroft, Highfield, Farleigh, School House, West Deyne, West Bank, Meadhurst, and Lorne) and girls' houses (Johnson's, Fairfield, New House, Constables, Samworths', The Lodge, and Lorne) are named and carry individual traditions.

House life revolves around mealtimes, social activities, and competitions. House dinners, hosted by the housemaster/mistress with rotating staff and visiting speakers, strengthen community bonds. House plays, competitions, and sporting fixtures create friendly rivalry and a sense of belonging.

Wellbeing education is embedded into the pastoral curriculum. PSHE lessons address mental health, healthy relationships, digital citizenship, and life skills. The school appointed an Assistant Head (Safeguarding) who is a paediatric nurse with CAMHS training, underlining institutional commitment to mental health. Counselling services are available, offering pupils confidential support for emotional, social, or academic concerns.

The physical health infrastructure includes an on-site medical centre with nursing staff available throughout the day. Inhalers and medications are stored and administered through a central system ensuring no pupil is compromised by health conditions. The boarding environment naturally provides 24/7 pastoral oversight, housekeeping staff, night duty staff, and the broader residential team respond quickly to concerns.

Academic support clinics, mentioned earlier, represent preventative wellbeing: catching pupils struggling academically early and providing structured help prevents stress-related difficulties. The Learning Support department similarly works to identify and support pupils with specific learning needs, using assessments and diagnostic tools to shape tailored provision.

School Day & Routines

The school day is structured around a timetabled academic programme plus integrated enrichment activities. Lessons typically begin at 8:50am, with the morning divided into teaching blocks. Lunch occurs midday, followed by afternoon lessons and enrichment activities. Evening programming varies: some evenings include supervised study, social activities, or organised clubs; others are unstructured house time. Weekends include Saturday morning school (reflecting traditional boarding rhythms) with Saturday afternoon available for fixtures or social activities, and Sunday providing family contact time or rest.

Entry to Uppingham is at 13+ (Year 9) or 16+ (Year 12), with limited entry at 14+. The 13+ entry process begins in Year 7 at pupils' current schools: candidates sit a pre-test in autumn term (online assessments plus extended writing and interview) and receive conditional offers in October if successful. Unconditional offers follow in spring after Year 8 public examinations. The school advises registration early, ideally in Year 7, as approximately 200 new pupils are admitted annually and demand exceeds places.

Entrance examinations assess English, mathematics, reasoning, and one subject choice. For overseas applicants, the school accepts UKISET results or the school's own common entrance exam (approximately eight papers). Two interviews, one with house staff and one with senior academic staff, assess suitability for boarding, motivation, and intellectual engagement.

Registration fee is £200, payable at time of registration. The 13+ process is non-selective in the formal sense, entrance is not limited to a specific pass mark, but competitive, as more pupils apply than the school can accommodate.

The school maintains explicit guidance on the boarding experience: full boarding means genuinely residential provision, with holidays (at least eight weeks across the year) the main opportunity for home contact. Families considering boarding should engage thoughtfully with the scale of separation this entails. The school provides transition support including induction weeks and ongoing contact with overseas families.

Location & Travel

Uppingham sits in the heart of rural Rutland, a market town approximately 15 miles north-west of Peterborough, 17 miles south of Leicester, and 100 miles north of London. The nearest airport is East Midlands Airport (40 miles, 1 hour drive). From Kettering railway station (14 miles), the fastest train to London King's Cross takes 47 minutes, positioning the school within reach of London yet distinctly removed from urban distractions.

The school is well-positioned for motorway access: the A1, M1, and A14 provide straightforward connections for families driving. Roughly 90% of boarders live within a three‑hour drive, so weekend exeats are practical for most families. The town itself is walkable, with pupils moving independently between scattered school buildings, a feature that contributes to the school's integration within Uppingham rather than existing as an island campus.

Bus services connect the school to local schools and town centres. For overseas boarders or those requiring transport to airports, the school arranges coaches at designated times. These logistics are smoothly managed, families report that the school's administrative efficiency regarding travel is exemplary.

Boarding Culture is Genuine & Demanding. Uppingham is almost entirely a boarding school, and the absence of a large day population creates a boarding culture where the school is life, not an addition to day schooling. For pupils thriving in close-knit community living, this is transformative. For pupils craving independence, home connection, or flexibility, it requires adjustment. Families should engage honestly about whether their child genuinely wants residential schooling or views it as parental preference.

Entry is Competitive. With approximately 2,000 applications for 200 places at 13+, entry is selective by demand if not always by overt achievement threshold. Pupils should demonstrate intellectual engagement and genuine enthusiasm for the school, not simply strong academic results. The entrance process assesses character and motivation as much as academic capability.

Cost is Substantial. Fees of approximately £55,000-60,000 annually (including extras) represent a significant financial commitment. While the school offers substantial means-tested bursaries, families must confirm financial viability before committing to five-year (to Year 13) residential education. The Standard Fees in Advance scheme offers modest discounts but requires large lump-sum payments upfront.

ISI Inspection Findings (October 2024). The most recent independent inspection (October 2024) identified areas requiring attention. Inspectors felt the school did not adequately meet all standards in three areas: leadership, management and governance; safeguarding; and pupils' physical and mental health and wellbeing. The school subsequently reported action taken (including staff retraining, additional wellbeing resources, and revised reporting procedures) but families should be aware that the inspection identified concerns requiring improvement. This does not negate the school's academic or pastoral achievements, but warrants acknowledgment.

Boarding Separation is Real. While the school operates exeats (half-term and similar breaks), the extent of separation from home is absolute. Pupils who have not boarded before may experience homesickness, and families must be prepared to support remotely rather than respond immediately to distress. The school's pastoral staff work effectively with such challenges, but families should approach boarding as a genuine life change rather than an incidental feature.

Uppingham School represents one of England's most substantial boarding experiences: intellectually ambitious, artistically vital, and socially comprehensive. Four and a half centuries of continuous operation have established patterns and traditions that feel genuine rather than manufactured. The school ranks solidly in the national top tier for academic outcomes (FindMySchool data), delivers exceptional opportunities in music and theatre, and maintains a boarding culture where residential life genuinely enhances education rather than merely providing accommodation.

The school is best suited to families comfortable with full-time boarding, seeking academic rigour combined with genuine breadth, and able to afford substantial fees (or able to access meaningful bursarial support). Pupils thrive here who combine academic capability with curiosity, who value community, and who can engage enthusiastically with the expectations placed upon them. The 440-year heritage and the obvious institutional confidence mean this is a place where pupils feel part of something larger than themselves, an experience not easily found elsewhere.

The recent ISI inspection concerns warrant attention: prospective families should seek clarification about specific improvements the school has implemented. However, the fundamental educational experience, rigorous teaching, comprehensive opportunity, and boarding community, remains robust and distinctive.