The Green School for Boys Review 2026: Church of England secondary with a structured enrichment spine

At GCSE level, performance sits in the “solid middle” nationally, with some indicators that will read positively to many families. The Progress 8 score is +0.2, indicating students make above-average progress from their starting points, and the school’s Attainment 8 score is 48.9.

Ranked 1,583rd in England and 15th in Hounslow for GCSE outcomes (FindMySchool ranking based on official data), performance is in line with the middle 35% of schools in England (25th to 60th percentile).

EBacc outcomes are more mixed. The average EBacc APS is 4.32 (compared with an England average of 4.08), while 17.9% of pupils achieved grades 5 or above in the EBacc measure used here.

At A-level, outcomes are weaker against England benchmark figures. 41.27% of grades were A* to B, compared with an England average of 47.2% for A* to B. A* grades were 5.56% and A grades 9.52%, meaning A* to A is 15.08% compared with an England average of 23.6%.

Ranked 1,594th in England and 13th in Hounslow for A-level outcomes (FindMySchool ranking based on official data), the school sits below the England average (bottom 40%).

What these figures typically mean in practice is that families should distinguish between the Key Stage 4 picture, which suggests steady progress and broadly secure attainment, and the post-16 picture, which appears more variable and may depend heavily on subject choice, individual study habits, and the fit between a student and the sixth form pathway.

The curriculum intent is described in deliberately knowledge-led terms, with a focus on sequencing, vocabulary development, and guided practice to support long-term learning. The school also frames enrichment as a core curriculum layer rather than a bolt-on, separating it into two strands: “The Art of Learning” and “The Art of Mastery”. In practical terms, that suggests a school that wants students to reflect on how they learn, not only what they learn, and to build habits that transfer across subjects.

External evaluation aligns with that direction. The April 2025 Ofsted report states that an ambitious curriculum has been constructed and that teachers’ subject knowledge supports students to revisit and connect important concepts, with particular strength noted in sixth form subject dialogue and enthusiasm.

There are also signs of targeted partnerships where they make sense. In computing, the school references targeted enrichment work with large organisations such as Sky and Accenture, sitting alongside coding club provision for younger students and GCSE support. The strongest reading of the teaching model is a “structured core, extension through enrichment” approach, which tends to suit students who respond well to clear routines and tangible goals.

First, the school sits within a Trust that runs two single-sex schools locally and a shared mixed Sixth Form. Ofsted notes that sixth form delivery is a consortium model with The Green School for Girls, and that some students undertake parts of their studies across the partner site. That can increase subject breadth and peer mix at 16+, which may appeal to families who want a boys-only experience earlier but co-education later.

Second, the Sixth Form curriculum list suggests broad coverage across academic and applied routes. Subjects and pathways referenced include EPQ, Criminology, Enterprise and Entrepreneurship, and Sport and Physical Activity, alongside a more traditional A-level menu such as English Literature, Mathematics, Further Mathematics, Physics, and Economics. The implication is flexibility: students are not pushed into a single “one size fits all” academic track, but families should probe how well each pathway is staffed and supported, particularly given the A-level attainment profile.

Year 7 entry is coordinated through the local authority process, with Hounslow’s published timetable setting the on-time deadline as 31 October 2025 for September 2026 entry, and National Offer Day on 2 March 2026. The school is its own admission authority (as an academy/free school) and also operates a faith-based element in its criteria, supported by a Religious Reference Form for those applying for Christian/Foundation places.

The admissions presentation is explicit about eligibility breadth. Applications are welcomed from the Anglican tradition, other Christian traditions, other world faiths, and families of no faith. For faith-priority routes, families should be prepared to evidence worship attendance through the required form and verification, and to understand how that interacts with other priorities (for example, looked-after children, siblings, and distance) as described in the determined policy documents.

Open events are clearly positioned as part of the decision process, with informal “Welcome Wednesdays” during term time and larger open day tours and an open evening scheduled in early October on the school site. Because open event details can change year to year, families should treat the pattern (typically September to October) as reliable, and the precise dates as something to confirm on the school’s current admissions page.

For Sixth Form entry, applications are handled directly by the Sixth Form team, with a defined cycle that includes a Sixth Form open evening, an application window, interviews, conditional offers, and a reply deadline. Students applying post-16 should review subject-specific entry requirements carefully and consider how the consortium timetable works if they are likely to study across both sites.

A practical point for shortlisting: FindMySchool’s Map Search is useful for comparing your home location to realistic travel routes, especially since parking at the school is limited and public transport is the norm for many families.

Pastoral care is repeatedly signposted as a strength in formal evaluation, including a safeguarding-first approach to decision-making. The safeguarding statement in the April 2025 report is clear that arrangements are effective, which matters for parental confidence in systems and follow-through.

The behavioural picture is broadly positive but not described as uniformly settled. Ofsted indicates that behaviour is typically good and bullying concerns are handled in a timely way, while also identifying a need for leaders to ensure high expectations are applied consistently around the school. For parents, that combination usually translates into a school where systems are in place and improving, but where the experience can vary slightly by corridor, year group, and the consistency of staff application. It is a sensible topic to explore at open events, especially for students who are anxious about peer culture or who need predictable boundaries.

Enrichment is positioned as a designed programme, not a loose collection of clubs. The curriculum statement places enrichment central to the school model, with structured strands intended to challenge students to try new domains and extend mastery. The co-curricular clubs offer is also explicit: the school states that there are 27 clubs, grouped into creative arts, sport, subject curriculum clubs, activism, and spiritual, moral, social and cultural options.

Specific examples help clarify what that looks like. In science, a Year 7 and Year 8 science club runs during enrichment afternoons, and students can work toward CREST Awards (Bronze and Silver) from Year 8 through Year 13, alongside educational visits such as the Salters Chemistry Festival and the Natural History Museum and an annual STEAM week. In computing, coding club provision is described for younger students with additional GCSE coding support after school, plus targeted enrichment activity with organisations such as Sky and Accenture.

There is also a clear personal development pathway. The Duke of Edinburgh’s Award is offered from Year 9, with progression through Bronze, Silver, and Gold for those who continue, and the school frames it around confidence, friendship, and practical life skills. The Jack Petchey Award model is used as a monthly nomination route, with each winner receiving a £250 grant to spend for wider benefit, which can be a concrete motivator for students who respond well to peer recognition.

For academically able students who benefit from structured stretch, participation in The Brilliant Club is another distinctive marker, framed as access support for competitive universities through PhD-led tutoring. Taken together, the extra-curricular picture is less about “do everything”, and more about providing a menu that links directly to character formation, academic stretch, and experience beyond the classroom.

This is a state school with no tuition fees. Families should still budget for the normal associated costs such as uniform, trips, and optional activities (for example, music tuition or expedition-related costs where applicable).

The main school day runs 08:30 to 15:05 on Monday, Tuesday, Thursday, and Friday; Wednesday finishes at 14:55 for Years 7 to 9, and at 15:55 for those attending Lesson 6. The Sixth Form timetable is similar in structure, with a later finish on Wednesdays for students scheduled into Lesson 6.

Travel is a practical consideration. The school highlights nearby rail options (including Syon Lane and Isleworth) and nearby Underground stations (including Osterley and Hounslow East), and it is explicit that there is no parking on the school premises or directly outside the site.

• A-level outcomes lag the England benchmark. A* to B at A-level is 41.27%, below the England average of 47.2%. For students aiming for highly competitive university courses, it is worth asking how teaching capacity, study support, and subject-level outcomes vary across the Sixth Form menu.

• Behaviour consistency is a stated improvement priority. The latest Ofsted visit confirms standards are maintained but also flags the need for consistent implementation of high expectations around the school. That matters most for students who need calm predictability day to day.

• Faith-based admissions add an extra layer of admin. For families applying under Christian/Foundation criteria, the Religious Reference Form and verification process is not optional, and it needs careful timing alongside the local authority application.

• Transport and parking constraints are real. The school is clear that on-site parking is not available, so families should plan routes and back-up options early, especially for after-school commitments.

The Green School for Boys offers a clearly structured secondary experience with a strong emphasis on pastoral care, participation, and a designed enrichment spine. GCSE performance sits in the broad middle nationally, with an above-average Progress 8 signal, while post-16 outcomes appear more mixed and require careful subject-level due diligence. The school will suit families who value a boys-only setting through Key Stage 4, a co-educational sixth form pathway, and an ethos that combines Christian foundation with explicit inclusion.