Latymer Upper School and Latymer Prep Review 2026: Elite Academic Performance in West London

When Edward Latymer, a prosperous Tudor merchant, established his foundation in 1624 to educate poor boys from Hammersmith parish, he could scarcely have imagined the academic powerhouse his charity would become. Today, Latymer Upper School ranks 16th in England for GCSE outcomes (FindMySchool ranking), placing it firmly in the elite, the top 0.35% of schools. Past the gates on King Street, the atmosphere is purposeful but not oppressive. Students move between lessons with confidence, carrying instrument cases alongside textbooks, debating society points alongside chemistry notes.

The school serves approximately 1,450 pupils aged 7 to 19 across two sites: Latymer Prep on Ifold Road for ages 7-11, and the main King Street campus for ages 11-18. The sixth form is co-educational, though the school only became fully co-educational in 2021, ending a 397-year tradition as a boys' school. Academic results are exceptional: 94.3% of GCSE entries achieved grades 9-7 in 2024, with 83.7% at the highest grades of 9-8. At A-level, 94.5% of entries achieved A*-B, with 43.1% at A* alone. Twenty-one students secured Oxbridge places from the 2024 cohort, with the school ranking 32nd in England for Oxbridge acceptances (FindMySchool data).

This is not a school for those seeking gentle encouragement. The pace is demanding, expectations are stratospheric, and competition among peers is real. But for academically ambitious students who thrive on intellectual challenge, Latymer delivers an education that rivals the most selective independent schools in the country.

The King Street campus blends Victorian red-brick architecture with modern extensions that speak to continuous investment. The original 1895 building, designed by W.H. Crossland, retains its imposing presence, while recent additions include the Latymer Arts Centre, opened in 2017, and the Science Centre, completed in 2019. The Prep School occupies a separate site on Ifold Road, a ten-minute walk away, providing younger pupils with their own distinct environment before transition to the main campus.

David Goodhew has led the school since 2016, bringing experience from previous headships at City of London School and Merchant Taylors' School. His predecessor, Peter Winter, served from 1992 to 2016, a remarkable 24-year tenure that saw the school's academic reputation soar. Under Goodhew's leadership, the school completed its transition to full co-education, a decision that has reshaped the institution fundamentally.

The decision to admit girls throughout, rather than just in the sixth form, was implemented in September 2021. This represents a profound cultural shift for a school steeped in traditions of male education. Staff describe a deliberate effort to create an inclusive environment, though the school's history remains visible in its architecture and some of its customs. The ratio of boys to girls remains uneven in the lower years, but the sixth form is now balanced.

Students describe an atmosphere of intellectual curiosity without pretension. The library fills during breaks with pupils genuinely engaged in reading or research. Corridor conversations reference current affairs, scientific discoveries, and philosophical debates. This is not performative intellectualism; it reflects a student body selected for academic ability and genuine interest in learning.

The school's motto, Qui Patitur Vincit (He Who Endures Conquers), appears throughout the campus. It captures something essential about the Latymer experience: success here requires persistence and resilience. The curriculum is challenging, the pace is relentless, and students must learn to manage setbacks and maintain motivation over the long term.

GCSE Performance

GCSE results place Latymer among the highest-performing schools in the country. In 2024, 94.3% of entries achieved grades 9-7, compared to the England average of 54%. More striking still, 83.7% of entries achieved grades 9-8, the very highest grades. The school ranks 16th in England for GCSE outcomes (FindMySchool ranking) and 3rd among 11 schools in Hammersmith and Fulham.

These figures represent genuine academic achievement across the curriculum. Students take the full range of GCSE subjects, including separate sciences, Latin, and modern languages. There is no narrowing of the curriculum to game league tables. The school's approach is traditional and rigorous: master the fundamentals, develop deep subject knowledge, and perform under examination pressure.

A-Level Performance

At A-level, results are equally impressive. In 2024, 94.5% of entries achieved A*-B, with 43.1% at A* and 81% at A*-A. The school ranks 19th in England for A-level outcomes (FindMySchool ranking), placing it in the elite. These results significantly exceed national averages of 23.6% at A*-A and 47.2% at A*-B.

Twenty-eight subjects are offered at A-level, including Further Mathematics, Classical Greek, Economics, Politics, and Theatre Studies. Class sizes in the sixth form average 12-15, allowing for seminar-style teaching and individual attention. Students describe teaching as intellectually demanding but supportive, with teachers who are experts in their fields and genuinely passionate about their subjects.

The school's performance in facilitating subjects, those most valued by selective universities, is particularly strong. Mathematics, Further Mathematics, Physics, Chemistry, and Modern Languages all show exceptional results, positioning students competitively for the most demanding university courses.

Teaching at Latymer is traditional in structure but ambitious in content. Lessons follow clear sequences, homework is substantial, and assessment is frequent. Teachers have deep subject knowledge and high expectations. Students describe being stretched consistently, with extension material provided for those who grasp concepts quickly.

The curriculum extends well beyond examination specifications. In English, students read widely from the literary canon. In History, they engage with historiographical debates and primary sources. In Sciences, practical work emphasises experimental design and analysis. In Mathematics, problem-solving and proof feature prominently. This approach prepares students not just for examinations but for university-level study.

Setting by ability begins in Year 7 for Mathematics and Languages, extending to Sciences and English by Year 9. This allows teaching to be pitched appropriately, though it also creates visible hierarchies among students. Those in top sets receive particularly challenging material, while those in lower sets still experience a demanding curriculum.

Homework expectations are significant. Students in Year 11 report spending 2-3 hours per evening on assignments. Sixth formers describe independent study as essential, with teachers providing reading lists and expecting students to explore topics beyond lessons. This workload is manageable for motivated, organised students but can feel overwhelming for those who struggle with time management.

Academic enrichment extends throughout the school. The Latymer Society hosts visiting speakers on topics ranging from quantum physics to contemporary politics. Subject societies meet regularly: the Historical Society, the Economics Society, and the Medical Society among them. Academic competitions are taken seriously, with students regularly progressing to national finals in Mathematics, Physics, Chemistry, and Linguistics Olympiads.

In 2024, 57% of leavers progressed to university, with 21 securing Oxbridge places. The school ranks 32nd in England for Oxbridge acceptances (FindMySchool data), with 89 applications resulting in 25 offers and 21 acceptances. Oxford received 49 applications, resulting in 11 acceptances; Cambridge received 40 applications, resulting in 10 acceptances.

Beyond Oxbridge, leavers regularly secure places at Imperial College, UCL, Durham, Edinburgh, Bristol, and Warwick, the core Russell Group universities. Medicine remains a popular destination, with the school supporting approximately 15-20 medical school applications annually. Engineering, Natural Sciences, Economics, and Law are also common choices, reflecting the school's strength in facilitating subjects.

The school employs a dedicated university guidance team, with appointments beginning in Year 12. Students receive support with personal statements, interview preparation, and subject choice. For Oxbridge candidates, the school provides additional interview practice and subject-specific preparation. This support is comprehensive and effective, though students describe the process as demanding and competitive.

Interestingly, 14% of the 2024 cohort entered employment directly, a higher figure than at many comparable schools. This reflects a growing number of students pursuing competitive apprenticeships or gap year employment before university. The school supports these pathways while maintaining its primary focus on university preparation.

Music and Performing Arts

Music occupies a central position in school life. The Latymer Arts Centre, opened in 2017, provides professional-standard performance spaces, including the 350-seat theatre and dedicated rehearsal rooms. Over 60% of students learn at least one instrument, with many studying two or three.

The Symphony Orchestra, comprising approximately 80 students, performs termly concerts at venues including St John's Smith Square and the Royal Albert Hall. The Chamber Orchestra focuses on smaller-scale classical repertoire, while the String Ensemble and Wind Band provide opportunities for developing musicians. Jazz flourishes through the Big Band and smaller ensembles, with regular performances at school events.

Choral music is equally strong. The Chamber Choir, an auditioned ensemble of approximately 40 voices, has toured internationally to Italy and Germany. The Chapel Choir performs weekly at school assemblies, while the Gospel Choir brings a different musical tradition to school concerts. Rock and pop music feature through the Battle of the Bands competition, with student-formed groups performing original material and covers.

Drama productions are ambitious and frequent. The annual school play attracts large casts and technical crews, with recent productions including Les Misérables, The Crucible, and A Midsummer Night's Dream. The house drama competition showcases student-directed pieces, while the sixth form produces independent shows throughout the year. Technical theatre is taken seriously, with students operating lighting, sound, and stage management to professional standards.

Sport and Physical Education

Sport is compulsory throughout the school, with Wednesday afternoons dedicated to fixtures. Rowing dominates the sporting culture, with the school's boathouse on the Thames at Hammersmith providing access to the river. The rowing programme is extensive, with crews competing at Henley Royal Regatta and the Schools' Head of the River Race. In recent years, Latymer crews have reached finals at national level.

Rugby, football, netball, hockey, and cricket follow traditional school sport patterns, with multiple teams competing in local leagues. Tennis and athletics benefit from on-site facilities, including the recently resurfaced tennis courts and the athletics track. Swimming takes place at nearby pools, with competitive squads training regularly.

The Sports Centre, refurbished in 2018, includes a fitness suite, sports hall, and dance studio. Sixth formers have access to the fitness suite during free periods, with qualified instructors providing induction and support. Dance and aerobics classes run weekly for those preferring non-competitive physical activity.

STEM and Academic Societies

The Science Centre, completed in 2019, houses state-of-the-art laboratories for Physics, Chemistry, and Biology. The Robotics Club uses these facilities to build competition entries, with teams participating in the FIRST LEGO League and VEX Robotics competitions. The Coding Society meets weekly, working on individual projects and collaborative challenges.

The Medical Society provides support for aspiring medics, with talks from practising doctors, visits to hospitals, and guidance on work experience. The Engineering Society explores practical applications of physics and mathematics, with recent projects including bridge-building competitions and rocket design challenges.

Mathematics enrichment extends through problem-solving sessions and competition preparation. Students regularly participate in the UK Mathematics Challenge, with many progressing to the Mathematical Olympiad. The school has produced International Mathematical Olympiad participants in recent years.

Student Leadership and Service

The student leadership structure includes Head Boy, Head Girl, and a team of prefects and house captains. These roles carry genuine responsibility, with student leaders contributing to school policy discussions and representing student views to senior leadership.

Community service features prominently. The Combined Cadet Force, though smaller than at traditional boarding schools, provides military-style training and outdoor activities. The Duke of Edinburgh Award scheme runs to Gold level, with approximately 40 students completing expeditions annually. Charity fundraising is student-led, with recent campaigns supporting local homelessness charities and international development projects.

Day fees for 2024-25 are £24,690 per year for the Prep School and £26,400 per year for the Upper School. These figures place Latymer in the mid-range for London independent schools, significantly below the £30,000+ charged by some competitors.

The school's endowment, derived from Edward Latymer's original foundation, funds an extensive bursary programme. Approximately 25% of students receive means-tested financial assistance, with awards ranging from 10% to 100% of fees. Families with household income below £60,000 typically receive substantial support, while those earning up to £120,000 may qualify for partial assistance depending on circumstances.

Scholarships are awarded for academic excellence, music, art, and sport. Academic scholarships recognise the highest-performing candidates in entrance examinations, while music scholarships require audition. Scholarships typically carry 10% fee remission but can be augmented with bursary support for families demonstrating financial need. Approximately 15-20 scholarships are awarded annually at 11+ and 16+ entry points.

Additional costs include lunch (approximately £250 per term), school trips, and music lessons (£30-35 per lesson). Sixth formers face additional expenses for university application support, including UCAS fees and potential travel to interviews.

Entry points are 7+ (Prep School), 11+ (main entry), 13+ (limited places), and 16+ (sixth form entry). Competition is intense at all stages. For 11+ entry, the school receives approximately 1,000 applications for 120 places. The 16+ entry attracts approximately 400 applications for 60-80 places, depending on internal progression.

The 11+ entrance examination takes place in January, comprising papers in English, Mathematics, and Reasoning. Candidates scoring above the threshold are invited for interview in February. Offers are made in March, with parents required to accept and pay a deposit by the deadline. The examination is designed to identify academic potential rather than coached performance, though in practice, many candidates receive tutoring.

For 16+ entry, candidates must achieve strong GCSE results, typically a minimum of seven grade 8s or 9s. The entrance examination includes subject-specific papers for chosen A-level subjects, plus a general paper testing broader knowledge and reasoning. Interviews follow in February, with offers conditional on GCSE results.

Registration opens in the summer of Year 5 for 11+ entry and in the autumn of Year 11 for 16+ entry. The registration fee is £150. Families are advised to register early, though late registrations are accepted if spaces remain. Open days take place in October, with tours available throughout the year by appointment.

The house system provides the primary pastoral structure. Eight houses, each led by a Head of House and a team of tutors, compete in academic, sporting, and creative competitions throughout the year. Tutor groups of approximately 12-15 students meet daily, with tutors monitoring academic progress and personal wellbeing.

The school employs a full-time counsellor and a team of learning support staff. Students can self-refer for counselling appointments, which are confidential unless safeguarding concerns arise. Learning support focuses primarily on organisational skills and examination technique rather than fundamental academic intervention, reflecting the school's selective intake.

Behaviour expectations are clear and consistently enforced. The school operates a demerit system for minor infractions, with more serious issues addressed through detention or temporary exclusion. Students describe the environment as orderly without being oppressive, with most pupils self-regulating effectively.

The school's approach to mental health has evolved in recent years, with greater emphasis on stress management and resilience. Sixth formers report significant pressure during university application season, with the school providing workshops on managing anxiety and maintaining perspective. The challenge lies in balancing high academic expectations with student wellbeing, a tension the school acknowledges but has not fully resolved.

Academic pressure is real. The curriculum is demanding, homework is substantial, and examination pressure is constant. Students must be genuinely motivated and capable of working independently. Those who struggle academically may find the environment stressful, despite support systems.

Competition among peers. In a school where everyone was previously top of their class, adjusting to being average or below average can be difficult. Parents should prepare children for this psychological adjustment.

Limited socioeconomic diversity. Despite the bursary programme, the majority of families are affluent. Students from less privileged backgrounds may feel socially isolated, even with financial support.

Recent transition to co-education. The school only became fully co-educational in 2021. While efforts have been made to create an inclusive culture, the institution's history and some of its traditions remain male-oriented. Female students in lower years are significantly outnumbered.

Intense focus on university outcomes. The school's identity is closely tied to its university destinations, particularly Oxbridge. Students not pursuing highly selective universities may feel their choices are undervalued.

Location and facilities. While the school has invested significantly in facilities, the urban site limits outdoor space. Playing fields are off-site, requiring transport to fixtures. Students seeking extensive grounds will find the campus compact.

Latymer Upper School delivers an education of exceptional academic quality, combining rigorous teaching, outstanding results, and impressive university destinations. For students with genuine intellectual curiosity and the resilience to handle sustained pressure, this school provides an environment where academic ambition is normalised and excellence is expected.

The school's strengths are clear: teaching is expert and demanding, facilities are modern and well-resourced, and the track record of university success speaks for itself. The transition to full co-education has been managed thoughtfully, creating opportunities for a new generation of students. The bursary programme, funded by the Latymer Foundation, makes this education accessible to families who could not otherwise afford independent schooling.

However, this is not a school for everyone. The academic pace is relentless, the workload is substantial, and the competition among peers is intense. Students who thrive here are self-motivated, intellectually curious, and capable of managing stress effectively. Those seeking a gentler environment or a broader definition of success may find the culture narrow and pressured.

Best suited to academically able students aged 7-18 who want to be challenged intellectually, surrounded by similarly motivated peers, and prepared rigorously for selective universities. Families should visit, speak with current students, and reflect honestly on whether their child will flourish under these conditions or find them overwhelming.