Thomas’s Putney Vale Review 2026: A small, values-led senior school with an expanded future as Thomas’s College

On the FindMySchool GCSE outcomes measures, the school is ranked 345th in England and 5th in Wandsworth for GCSE outcomes (FindMySchool ranking, based on official data). This places it well above England average overall, within the top 10% of secondary schools in England by the percentile banding.

The Attainment 8 score is 69.9, indicating a strong overall GCSE profile across a student’s best subjects. Alongside that, the Ebacc average point score is 6.61 and 48.1% of pupils achieved grades 5 or above across the Ebacc subjects.

Because the model is 13 to 16, and the wider senior provision is in transition, parents should read the academic picture as reflecting a focused GCSE phase rather than a school with a long published track record across Years 7 to 13. That is not a negative, but it does change what “results strength” means, it signals good exam outcomes in the core GCSE years, not necessarily an established pattern of A-level performance or university destinations within the same institution.

This is a school that openly talks about curriculum design and student thinking skills, not only content coverage. In the Year 9 curriculum documentation, interdisciplinary learning is positioned as a structured programme with termly projects designed and taught collaboratively across subjects, culminating in exhibitions and presentations. The intent is practical, students are expected to solve problems, collaborate, and communicate, alongside building conventional subject knowledge.

The GCSE curriculum materials indicate breadth in the senior years, including modern languages (French or Spanish at GCSE) and a range of specialist-taught areas. The wider prospectus also foregrounds specialist teaching in areas such as art, design technology, computing, drama, music, and sport, suggesting a timetable built to allow students to maintain creative and practical options alongside examination preparation.

There is also evidence of a deliberate literacy and academic vocabulary focus. The most recent routine inspection describes subject terminology and academic vocabulary being taught explicitly, with students using sophisticated vocabulary in written and oral work. That kind of whole-school language focus often matters most for students who are bright but not yet confident writers, or for families who want a school that develops articulate communication as an explicit outcome.

Thomas’s Putney Vale was designed as a 13 to 16 school, with GCSEs as the culminating academic stage and a 16+ transition to sixth forms and colleges. The prospectus describes preparation for entry to a wide range of senior schools, colleges and sixth forms for 16+ entry, which is consistent with a model that treats Years 9 to 11 as a complete phase rather than part of an 11 to 18 journey.

However, official documentation also makes clear that the senior provision has been planned to relocate and expand as Thomas’s College, including the extension to 11 to 18 and the introduction of boarding. For families, the practical reading is that “where students go next” can now mean two distinct routes: either a 16+ exit (typical of the original Putney Vale model) or remaining within the expanded senior school as the 11 to 18 offer becomes established.

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Historically, the Putney Vale offer was built around a 13+ entry into Year 9 with an exit at 16. That remains relevant context for families who are specifically searching for a senior-only GCSE phase and a smaller setting than a typical 11 to 18 school.

For the current senior pathway, the admissions information published for Thomas’s College describes standard entry points at 11+, 13+, and 16+, with occasional places also referenced for Years 8 and 10 for entry in 2026. The published admissions notes also indicate that Year 7 entry for 2026 is closed and that the 16+ entry registration for 2026 closed on Friday 10 October, with late entry enquiries handled case by case.

Open events are described as running seasonally, with open days stated as taking place in late June, September, and October 2026. For parents who like to plan early, this is useful because it indicates a predictable annual rhythm, even when exact dates may shift year to year.

FindMySchool tip: if you are comparing several London senior options, use the FindMySchool Local Hub comparison view to sanity-check the GCSE outcomes profile against nearby schools, then shortlist based on fit, travel time, and the admissions route that best matches your child’s stage.

The pastoral structure is described as tutor-led, with small forms and clear year leadership. The prospectus frames social and emotional development as being valued alongside academic success, and it also notes that behavioural expectations were developed in conjunction with the founding pupils, which often signals an attempt to build student buy-in rather than relying only on top-down sanctions.

Safeguarding and wellbeing are treated as foundational. The inspection material explicitly states safeguarding effectiveness, and school policy documentation describes a culture that aims to keep pupils safe and free from harmful behaviour such as intimidation or discrimination.

There are also practical welfare systems evident in the school documentation, including named responsibility for medical care and first aid leadership by a registered school nurse. For many families, especially those with children managing anxiety, allergies, or recurring medical needs, having clear lines of responsibility for day-to-day health support can materially improve school experience.

The June 2024 Ofsted inspection confirmed that safeguarding arrangements were effective.

Co-curricular provision is not described as optional window dressing, it is embedded into the week. The published school-day structure ends with dismissal and clubs, and multiple documents position the wider programme as a core part of what students do, not simply what a subset chooses.

Specific examples matter. The Year 9 curriculum guide references an open pottery club for Years 9 to 11 and describes a Drama Performance Club in which students collaborate across year groups on devising and staging a play, including production elements such as lighting, sound, and costumes. These are the sorts of activities that build confidence in public performance and teamwork, and they can be particularly valuable for students who are academically strong but still finding their voice socially.

Music provision is presented as structured and performance-oriented, with ensembles and performance moments referenced, including events such as a Rock Show and an Arts Evening. While families should always check the current year’s calendar for the exact shape of performances, the implication is that creative work is intended to be public and celebratory rather than confined to classroom assessment.

Outdoor education is treated as a serious strand. The prospectus describes a residential trip to Thomas’s Daheim, an outdoor centre in Austria, as part of the Year 9 summer term, and it also emphasises London as a learning resource through trips designed to connect classroom learning to real-world contexts.

For 2025 to 2026, published termly day fees are £10,452 per term for Years 7 to 8 and £10,923 per term for Years 9 to 13, with a compulsory lunch charge of £415 per term. A registration fee of £200 and a deposit of £2,950 are also listed.

Weekly boarding fees are published at £5,105 per term for Years 9 to 13, with flexi boarding priced per night. (Boarding is part of the expanded Thomas’s College plan rather than the original senior-only Putney Vale model, so families should confirm availability by year group.)

Financial support within the wider Thomas’s ecosystem includes means-tested bursaries funded through Thomas’s Foundation, with awards described as dependent on family income, assets, and circumstances, and with support sometimes extending to additional costs such as uniform and trips.

The published school-day structure for the Putney Vale model runs from 08:20 registration, with dismissal and clubs at 15:50. For families who need certainty around pick-up and after-school logistics, this level of timetable transparency is helpful.

For the expanded senior school context, published term dates for the Richmond site are set out well in advance, including half-term patterns and end-of-term early finishes on some dates. This supports forward planning for families balancing work travel and school holidays.

Travel and local setting will depend on which phase you are considering. The Putney Vale site description emphasises proximity to green space and sports fields, while the Richmond expansion materials describe a campus within walking distance of Richmond Station and supported by a school shuttle bus in the fees schedule. Families should align travel plans with the specific site their child would attend.

• A young school phase and a moving target. The senior provision opened recently and has been going through a planned relocation and expansion. Families who prioritise a settled, long-established 11 to 18 structure should probe how year groups are being built and what the next two years look like in practice.

• Selective entry, limited flexibility. Entry points are defined and some published registration windows close early. If you are considering occasional entry into non-standard years, plan for a more bespoke process and fewer available places.

• Fees are significant, and extras exist. The published fees list is transparent about additional charges such as public examinations and optional activities billed separately. Families should budget beyond tuition alone.

• The offer is broad, which can suit some students better than others. Interdisciplinary projects, creative options, and performance strands are a strength, but students who want a narrowly exam-only experience may not find this the best fit.

Thomas’s Putney Vale, and its continuation as the expanded Thomas’s College offer, is best understood as a values-led senior education built around small-scale pastoral oversight and a curriculum that takes creativity, interdisciplinarity, and outdoor learning seriously. The FindMySchool GCSE profile supports the case for strong academic outcomes, while the published curriculum materials show a coherent philosophy rather than a collection of initiatives.

Who it suits: families seeking a co-educational London senior school that prioritises kindness and character alongside GCSE performance, especially for students who benefit from breadth and who enjoy expressing themselves through drama, creative work, and project-based learning as well as conventional academic study.