A small, all-through independent school in Linton, near Maidstone, with an unusually explicit focus on self-directed learning. Students work through an assignment-based model supported by open-plan learning hubs and a structured system of tutorials, including the use of online teaching within the wider OneSchool Global group.
Faith and community context matter here. Admissions policy and the prospectus are clear that the school primarily serves families connected to the Plymouth Brethren Christian Church, and that community expectation shapes the culture, priorities, and daily experience.
The latest Independent Schools Inspectorate inspection, conducted 19 to 21 March 2024, reports that the school meets the required standards across the inspected areas, including safeguarding.
The tone is purposeful and structured, with routines designed to help students manage their time, set priorities, and work independently. The school’s self-directed approach is not presented as an optional add-on; it is the organising idea behind lessons, independent study periods, and the support model. Students are expected to plan their work and choose appropriate spaces for the task, moving between quieter study areas and more collaborative hubs depending on what they are trying to achieve.
A consistent theme across official materials is community cohesion. The school describes a strong sense of belonging, supported by a house structure that rewards effort, citizenship, and academic application. House points contribute to local, regional, and global outcomes, which is a distinctive feature for a school of this size and helps create shared purpose across year groups.
Expect the values framework to be explicit. The prospectus lays out a defined student persona and school values that cover integrity, respect, responsibility, care and compassion, and commitment. These are intended to be visible in everyday expectations, including behaviour, participation, and leadership roles.
On GCSE measures used the school’s performance is strong. Ranked 347th in England and 2nd in Maidstone for GCSE outcomes (FindMySchool ranking based on official data), it sits well above England average on the headline attainment measures.
The average Attainment 8 score is 71.3, compared with an England average of 45.9. The average EBacc average point score is 6.54, compared with an England average of 4.08.
One important nuance is that the school’s model includes a mix of face-to-face teaching in the junior years and increasing use of remote teaching as students progress, in order to broaden subject choice at GCSE and A level. For academically able students who respond well to independent study, this can be a good fit, but it places a premium on organisation and self-management.
As an independent school, national primary performance tables are not the main reference point. The school does, however, publish internal summaries of Key Stage 2 outcomes. In its 2024/25 figures, it reports 94% achieving the reading standard and 78% achieving the mathematics standard, alongside an average scaled score of 108.2 in reading and 105.5 in mathematics.
These numbers indicate high attainment for many pupils, although parents should be aware that independent schools vary in how they present results, and comparisons are not always like-for-like with state reporting. The most useful question to ask is how these outcomes link to teaching practice and support, particularly for pupils who do not naturally thrive on independent work.
The sixth form picture needs careful reading. The 2024 ISI report notes that leaders recognise sixth form results have been low and that changes were being implemented to improve outcomes, including adjustments to the timing and sequencing of examination preparation.
The school’s own published summary for 2024/25 reports 9.88% of entries achieving A* to B, and 87.65% achieving A* to E across Key Stage 5 qualifications included in its summary.
For families looking specifically at sixth form, this is the section to interrogate during admissions conversations. Ask what has changed since the inspection, how support is structured for students who need more direction, and what the current subject offer looks like in practice.
England ranks and key metrics (where available)
GCSE 9–7
—
% of students achieving grades 9-7
Teaching is designed around a “learning to learn” framework, split into assignments, lessons, study time, and tutorials. The assignment acts as a contract that sets out what students can learn independently and what requires direct instruction; study time is student-led planning and execution; tutorials provide targeted small-group or one-to-one support and extension.
A practical benefit of the model is responsiveness. Students can book tutorials to get help or stretch, and staff use tracking and monitoring to identify when interventions are needed. The system is designed to make feedback specific and actionable, and the school describes making extensive use of technology to support this.
Curriculum breadth is stronger than many people assume for a small school, partly because of group-wide delivery. The prospectus lists, among others, Cambridge Technical qualifications in IT, Digital and Creative Media, and Business, and specific offerings such as Autodesk Fusion 360, Chef Skills, LAMDA, and the Extended Project Qualification.
For students interested in technology and applied learning, the combination of digital platforms (including group-wide collaboration), technical qualifications, and the expectation that students manage their own workflow can be a strong match. The implication is clear: students who can plan, execute, and seek help at the right moment are likely to make the most of the approach, while those who need frequent adult prompting may find the transition harder, especially in the upper school.
The school does not routinely publish a detailed university destinations breakdown in the materials reviewed, and it does not publish an Oxbridge pipeline in the data available here.
What is available is the DfE 16 to 18 destinations snapshot for the 2023/24 cohort (cohort size 13). Of that cohort, 69% went into employment and 23% into apprenticeships, with 0% recorded as progressing to university in that year’s data.
This pattern aligns with the school’s emphasis on life readiness and work-focused preparation. The prospectus describes Xello and the OSG Accelerate programme as a structured careers and skills element intended to help students understand pathways and progression routes.
Admissions operate outside the local authority coordinated system used by state schools. The published admissions policy states that, as a school with a religious designation, priority is given to families raising children in the faith of the Plymouth Brethren Christian Church, with the proprietor retaining discretion about capacity and other admissions.
For September 2026 entry, the admissions policy gives a specific deadline: 24 April 2026 for applications for admission in September 2026.
The admissions process described is relationship-led. It starts with an enquiry, followed by providing the admissions policy and enrolment application form, collection of student information (including any additional needs), and then an interview involving the campus leadership. This is not a selection-by-test model; it is more about fit with the school’s expectations, culture, and capacity.
Because demand data (applications per place and distance-based cut-offs) is not available in the input dataset for this school, families should treat early contact as prudent and should clarify which year groups have space for September entry.
The pastoral model is designed to match the learning model: clear rules, consistent routines, and systems that encourage students to reflect on choices and repair relationships. The school uses a restorative approach to behaviour and has student leadership roles, including a student anti-bullying team referenced in official inspection reporting.
A distinctive feature is the use of structured wellbeing monitoring. The ISI report describes a weekly “good feelings indicator” where pupils record a score and can add context, with monitoring by the designated safeguarding lead.
Physical wellbeing is also embedded. The ISI report notes that junior pupils learn to swim and take part in the daily mile, with wider physical education across the school.
This is not a “clubs list” school in the conventional independent sense, but there is a clear programme of structured enrichment that links to the school’s goals around communication, confidence, and community contribution.
Across the network and campus programme, the prospectus highlights a termly Choir Festival, an annual Public Speaking Competition, and inter-campus debating opportunities. These are well suited to a school where students are expected to articulate ideas clearly and manage their own preparation.
There is also a strong expectation of service and charitable activity. The prospectus describes a student-led fundraising culture and names recent beneficiaries including the Poppy Appeal, Cancer Research UK, Macmillan Cancer Support, Great Ormond Street Hospital, and Heart of Kent Hospice. For students, the implication is that leadership and organisation are practised in real contexts, not only in prefect roles.
On the curriculum-adjacent side, the Extended Project Qualification and vocational elements within OSG Accelerate are designed to build employability skills, including communication, prioritisation, and goal-setting.
The most accessible published fee listing for 2025/26 shows day fees of £1,613 per term (excluding VAT).
If charged across three terms, this equates to an estimated £4,839 per year before VAT, but families should confirm what is included and how billing is structured.
On financial support, the school’s own materials emphasise that it is supported through donation of time and financial support from members of the Plymouth Brethren Christian Church, and an external listing indicates no scholarships or bursaries are published for this campus.
*Bursaries may be available for eligible families.
Basis: per term
The published school day runs Monday to Friday, 08:45 to 15:00.
Wraparound care is not detailed in the published materials reviewed. Families who need breakfast club or after-school provision should ask directly what is available, and whether transport or supervised study options exist beyond the core day.
For travel, the campus is in Linton, a village setting south of Maidstone. The inspection report notes that leaders reviewed traffic flow and introduced new car park signage to improve safety, which is a useful indicator that drop-off and site movement are actively managed.
Parents comparing options can use the FindMySchool Comparison Tool to view local performance side-by-side. For families weighing commute trade-offs, the Map Search tool is helpful for planning realistic day-to-day travel time.
Faith and community expectations. Priority is given to families raising children in the Plymouth Brethren Christian Church, and the admissions framework gives the proprietor broad discretion. This is a central feature, not a footnote.
Self-directed learning is demanding. The model assumes students can plan work, manage time, and seek support appropriately. For some, this is liberating; for others, it can feel like a steep learning curve, especially as remote teaching increases in the upper years.
Sixth form outcomes need close scrutiny. Published sixth form attainment has been described as low in recent official reporting, and the school has set out plans to improve. Families should ask for the latest evidence of impact.
Small-school trade-offs. With a small roll and a network-supported curriculum, students may benefit from tailored support and a tight community, but the social and activity breadth will not mirror a large independent school with extensive on-site facilities.
OneSchool Global UK - Maidstone Campus is a distinctive proposition: a small, faith-shaped all-through school built around a structured self-directed learning model and a strong emphasis on life readiness. GCSE performance on core measures is high, and the curriculum offer is broadened through network teaching and technology.
Best suited to families who actively want a Christian community setting aligned with the Plymouth Brethren Christian Church, and to students who respond well to independence, coaching-style teaching, and clear expectations. For sixth form families, the key due diligence task is understanding the recent improvement work and what current outcomes look like by subject and pathway.
On GCSE measures used here, outcomes are strong, placing the school in the top 10% of schools in England on the FindMySchool ranking for GCSE performance. The school also meets the required standards in its latest inspection cycle, and published materials describe a consistent, structured approach to learning and behaviour.
The published fee listing available in current sources shows day fees of £1,613 per term (excluding VAT). Families should confirm what is included, and whether any additional charges apply for specific courses, materials, or activities.
The campus principal is Mrs Keryn van der Westhuizen, named in the campus prospectus and listed in official school information sources. Publicly available documents reviewed here do not state her start date.
Priority for admissions is given to families raising children in the faith of the Plymouth Brethren Christian Church, and the school is described as serving that community. The admissions policy also states that the proprietor may determine capacity for other admissions at its discretion.
The admissions policy states that the deadline for applications for admission in September 2026 is 24 April 2026. Families should still check with the campus for year-group availability and any additional steps in the process.
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