The Coopers' Company and Coborn School Review 2026: Four Centuries of Academic Excellence and Sporting Dominance

In 1536, a London grocer named Nicholas Gibson established a school that would eventually become one of England's leading academic institutions, stewarded for nearly five centuries by the Worshipful Company of Coopers. The Coopers' Company and Coborn School remains rooted in that heritage, occupying a sprawling campus in Upminster that combines historic character with purpose-built modern buildings designed for twenty-first-century learning. Here, around 1,550 students aged 11-18 pursue education within a Christian framework, shaped by the motto Love as Brethren. The school ranks in the top 25% of schools in England for GCSE outcomes (FindMySchool ranking), sits 4th among Havering secondaries, and has earned recognition as Number 1 State School for Sport in England by School Sport Magazine in 2024. Ofsted rated the school Good in 2022. This is a non-selective state academy where competition for places remains fierce, with roughly five applications for every available seat, and where three-quarters of sixth form applicants come from outside the school. It is a place where academic ambition coexists comfortably with extraordinary sporting achievement and flourishing performing arts.

Stepping through the gates reveals a school that balances old with new. The campus sprawls across several acres of grounds in green suburbs, with heritage architecture sitting alongside specialist buildings named after benefactors and historical figures. The Sixth Form Centre, completed in 2011, houses a state-of-the-art common room with dining facilities and social spaces, alongside the dedicated Learning Zone with over fifty high-speed computers and study areas. Key facilities include the Nicholas Gibson Building for Music and the Palmer Pavilion, both opened in 2004. The school's library serves as a hub for research, complemented by a dedicated archive that preserves nearly 500 years of institutional memory.

Students here describe a culture of genuine community. The pastoral system organises pupils into one of four houses, Coborn, Gibson, Guild and Ratcliffe, creating vertical links across year groups rather than silos. This structure incorporates competition and celebration in sport, music, drama and academic achievement. The atmosphere is notably calm. Teachers are observed to have secure subject knowledge, and pupils speak naturally about their relationships with staff. Behaviour is described as kind and sensible, with adults taking appropriate action when issues arise. The motto Love as Brethren permeates daily life without feeling forced; it reflects a school that expects high standards of conduct and discipline but delivers them within a genuinely caring framework.

The school's Christian ethos is present but not dogmatic. Religious Education is compulsory, but the school serves a multi-faith community reflective of modern London suburbs. Most families here are aspirational middle-class, with around 80% white British ethnicity and the remainder a mixture of recognised world religions. This balance seems to work. Parents are typically supportive and engaged, and the school receives strong endorsements on parent engagement surveys. External reviews note that pupils feel happy and safe, describing the school as the 'Coopers' bubble,' an inviting and friendly environment where relationships between students and staff are positive and professional.

GCSE Outcomes

The school achieved strong results at GCSE in 2024. Across the cohort, 60% of pupils achieved grades 9-7, with an average Attainment 8 score of 59.8. This places the school rank­ing 853rd in England (FindMySchool ranking), sitting comfortably within the top 25% of schools and 4th among secondary schools in Havering. At the higher end of the grade spectrum, 18% of grades were 9-8, and 35% achieved grades 9-7 combined. The school's Progress 8 score of +0.45 indicates pupils make above-average progress from their starting points.

The English Baccalaureate component shows 35% of pupils achieving grades 5 or above across the measure, with an average EBacc points score of 5.38, compared to the England average of 4.08. This demonstrates consistent achievement across the traditional academic spectrum that universities and employers regard as evidence of broad, ambitious learning.

A-Level Outcomes

In the sixth form, where roughly 230 students study A-levels, results reflect continued strength. At A-level in 2024, 7% achieved A* grades, 22% achieved A, and 32% achieved B. The combined A*-A-B percentage reached 60%, placing the school in the middle tier of England's sixth forms (FindMySchool data). Sixth form entry is highly competitive, with strong GCSE grades required. The school accepts roughly equal numbers of internal candidates and external sixth form applicants, so roughly half the Year 12 and 13 cohort comes from other schools. Thirty A-level subjects are offered, spanning traditional humanities, sciences and modern languages alongside less common options.

The curriculum is ambitious and broad. In Key Stage 3, pupils follow a two-week timetable comprising 52 hours of lessons across core subjects (English, mathematics, science), humanities including history and geography, modern languages (French, German or Spanish), computing, design and technology, art, drama, food and nutrition, music, physical education, PSHE and Religious Education. All pupils study two hours of physical education per week, with both girls and boys following prescribed curricula including team and individual sports. This breadth is unusual in modern secondary education and reflects the school's commitment to what it describes as 'liberal education' that recognises and develops the potential of every pupil.

Teaching is generally good, and learning is often exceptional. The inspection noted that standards are consistently high with early indications of improving progress. Teachers have expert subject knowledge. Most lessons follow clear structures and good pacing. Pupils are engaged and challenged appropriately. The school has made progress in establishing reliable assessment systems, with most pupils understanding what they need to do to improve as a result of feedback.

In Key Stage 4, curriculum choice becomes more flexible while maintaining breadth. Sciences are taught separately, allowing pupils to pursue triple science if suited. Mathematics is set by ability. The school specialises in humanities and sports, reflecting investment and staffing strengths in these areas.

Sixth Form and University Destinations

In the 2024 cohort, 62% of sixth form leavers progressed to university, 12% entered apprenticeships, 13% moved into employment, and 3% pursued further education. These figures represent a mix of abilities and interests, reflecting the school's comprehensive intake across the lower school.

The school produces Oxbridge candidates. In the measurement period, one student secured acceptance to Cambridge, with a combined total of one place across Oxford and Cambridge. This modest figure reflects the school's non-selective state school status; the cohort is talented but not filtered for Oxbridge-level attainment at entry. The school provides dedicated support for Oxbridge candidates through the Academic Development Coordinator role, though the reality is that few state school comprehensives, however strong, regularly achieve high Oxbridge conversion rates.

For broader university progression, the school has strong links to multiple destinations. Notable universities receiving regular applications include Bristol, Durham, Exeter, Edinburgh and Sussex. Students pursuing STEM disciplines often progress to engineering and physics programmes at research-active institutions.

This is the school's defining strength alongside sport. Nearly half of all pupils play musical instruments and participate in one of the 24 different orchestras, bands and ensembles. This is an exceptional statistic, suggesting a school where music is genuinely embedded in the culture rather than a peripheral activity.

Music Programme

The music department offers extensive extracurricular involvement. Named ensembles include the Junior Choir, Senior Choir, Key Stage 3 Band, Big Band, Junior Jazz Band, Palmer Orchestra, Gibson Orchestra (named after the school's 1536 founder), Symphonic Wind Band and Wind Quintet. These are not tokenistic groups; the standard is notably high. A-level music students are expected to demonstrate performance at Grade 6-7 level. Beyond classical ensembles, the school offers jazz instruction, and several students participate in national ensembles including the National Youth Orchestra and National Youth Music Theatre. Some pupils attend London Conservatoires on Saturdays.

Performance is frequent and public. Concert schedules run throughout the academic year, with formal recital evenings and smaller performances embedded in school life. The department includes specialist peripatetic staff alongside classroom teachers, totalling approximately 100 pupils receiving individual instrumental tuition each week.

Drama and Performing Arts

School drama productions are described as professional standard. Recent productions have included Little Shop of Horrors and The Addams Family, performed in the school's dedicated theatre spaces including a main hall with stage and dedicated dance studio with fully sprung wood floors. The drama curriculum integrates famous practitioners including Antonin Artaud and Steven Berkoff. Students participate in trips to live theatre and extracurricular events, building both practical skills and cultural appreciation.

The school holds Artsmark status for excellence in the Performing Arts and has been recognised in the Sportsmark Gold award for Excellence in Sport.

STEM and Enrichment

Beyond music and drama, academic enrichment permeates the school. Pupils are encouraged to engage with national competitions including the Chemistry Olympiad, Cyber-Security Challenge, Big Bang Science competition and 4x4 in Schools technology challenge. Named competitions and enrichment activities feature prominently, suggesting a deliberate strategy to expose pupils to excellence and stretch them beyond the standard curriculum.

Sports: National Excellence

This is perhaps the most distinctive element of Coopers' Coborn. The school was named Number 1 State School for Sport in England in 2024 and regularly features among the top four most successful sporting schools in the country. The school is national finalists in 14 different sports.

Sports facilities are extensive and excellent. On campus are floodlit astroturf pitches, tennis courts, grass football and rugby fields, a gymnasium, fitness studio, swimming pool (25 metres), sports hall and dance studio. The facilities support a comprehensive PE curriculum and extensive extracurricular competition. In Key Stage 3, pupils receive two hours per week of prescribed PE. In Key Stage 4, this increases to five hours per fortnight with more specialised pathways. Sixth formers maintain one hour per week, often integrated with leadership opportunities in sports coaching.

The named sports offered demonstrate both breadth and depth. For boys, the programme covers rugby, basketball, hockey, gymnastics, trampolining, fitness, badminton, swimming, athletics and cricket. For girls, netball, hockey, swimming, badminton, fitness, gymnastics, trampolining, dance, athletics, rounders and tennis feature prominently. Additionally, the school offers water polo, triathlon, rowing, modern pentathlon, skiing and other elite pathways. The commitment is evidenced by the significant sporting budget, with former pupils noting generous funding for external coaches, transport and competition entry.

Beyond school-based teams, pupils compete at county, regional and national level. Several students per year are elite athletes balancing national and international competition with academic study. The school culture celebrates this achievement without allowing it to undermine academic expectations.

The extracurricular offering more broadly is described as among the very best in the country. The school routinely offers over one hundred clubs and activities. This includes academic clubs (debating, competitive STEM, Model United Nations), creative pursuits (multiple choirs, orchestras, drama groups), sporting teams across multiple codes, and service-focused groups. Competition between the four houses (Coborn, Gibson, Guild and Ratcliffe) incorporates achievement in all these domains, creating a school-wide culture where excellence is rewarded across the spectrum.

The school is heavily oversubscribed. In 2024, roughly 1,113 families applied for approximately 205 places at primary (Reception) entry, with 5.43 applications per place. This extraordinary demand reflects the school's reputation. Last distance offered at primary was 0.716 miles, indicating that families must live extremely close to secure a place. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

The secondary route sees similar competition. The school accepts approximately 180-200 places at Year 7. The application process has been non-selective since 2005, moving away from entrance examinations and interviews. Current admissions involve a form completed by parents and, several months later, a form completed by students themselves. This is not an examination but is carefully scrutinised. The process aims to assess fit with the school's ethos and character rather than academic ability alone, yet demand remains extraordinary.

External sixth form entry is also highly competitive. The school welcomes applications from other schools but can only accommodate roughly one hundred external candidates per year, mostly sourced from local schools. GCSE performance equivalent to Grade 6 or above across intended A-level subjects is typically required.

Historic East London links and a desire to preserve the principles of the Coborn Educational Foundation and the Coopers’ Company help shape admissions, with around 100 feeder schools in the picture. Some families find navigation of the admissions process challenging, but the school provides detailed guidance on its website.

School day runs from 8:35am to 3:15pm. The school operates a house system with named houses reflected in the pastoral structure. Key buildings include the modern Sixth Form Centre (opened 2011) with dedicated learning and social spaces, the Nicholas Gibson Building for Music, various science buildings (the Ratcliffe Building for science, the Ansell Building extension), the McEwan Building for ICT, and the Prisca Coborn Building for Languages. A school library provides research facilities and archive access. A dedicated dance studio provides professional-standard space for dance and drama activities.

Transport links are reasonable. The campus sits approximately half a mile east of Upminster Station, just over a mile west of the M25, and around two miles from Junction 29 (A127). Parking is available on site for staff, and the school is accessible by public transport and car.

The school takes pastoral support seriously. A trained counsellor visits weekly to provide support for pupils requiring additional emotional help. The SENCO works four days per week and coordinates support for approximately 45 pupils on the SEN register. Learning Support Assistants provide in-class support, and an after-school support club helps pupils with homework and study skills. Individual Education Plans support progress for pupils with identified learning difficulties. These pupils are closely monitored by pastoral staff.

The school holds the Inclusion Quality Mark, suggesting formal recognition of its inclusive approach. Pupils here genuinely seem to feel safe and respected. Bullying, when it occurs, is addressed by adults appropriately.

Competitive entry. With roughly five applications per place at primary and secondary entry, securing a place requires either living very close or applying strategically. The last distance offered suggests families would need to live within approximately 0.7 miles of the school. High demand means places are extremely difficult to obtain, and many families are disappointed despite having otherwise suitable profiles. This is not a school for everyone; it is a school for those fortunate enough to secure entry.

Large cohort. With approximately 1,550 pupils on roll across Years 7-13, and sixth form cohorts growing to around 230 students per year group, this is a large school. While the house system and pastoral structures create smaller communities within it, pupils and parents should be comfortable with the scale and potential anonymity that size brings.

Selective sixth form expansion. While the lower school has been non-selective since 2005, the sixth form remains selective via GCSE results. Around half of sixth form pupils come from outside the school, creating an influx of external students in Year 12. Current pupils report that sixth form can feel less cohesive than the main school as a result, though this is subjective.

High expectations. The school culture is one of aspiration and achievement. Pupil conduct is held to high standards. Uniform is required and formal. Attendance and punctuality are strictly monitored. For pupils who thrive in structured, ambitious environments, this is positive. For those who chafe against formal expectations, the school may feel restrictive.

It’s described as an excellent state school serving an affluent, aspirational catchment. Its balance of academic rigour, sporting excellence and cultural richness is unusual. Results are strong, with top-25% national performance at GCSE. Sixth form A-level outcomes are solid. The pastoral culture is supportive and inclusive. The breadth of enrichment—from 24 orchestras to elite sporting pathways to national STEM competitions—is remarkable.

The main challenge is simply getting in. For families within the tight catchment area, this school offers genuine educational excellence at no tuition cost. For families outside that radius, access is effectively impossible. Those fortunate enough to secure a place will find a well-resourced, ambitious community where children genuinely flourish. The four-and-a-half-century heritage of the Coopers' Company provides both stability and opportunity; the modern investment in facilities and staffing suggests that heritage is being actively refreshed for contemporary learning.

Best suited to families within the catchment seeking a balanced education combining academic challenge, sporting opportunity and artistic enrichment, supported by a strong pastoral structure and active engagement with local and national communities.