Sir William Borlase's Grammar School Review 2026: Four Centuries of Excellence

The chapel bells mark the school day at Sir William Borlase's, where the original flint and brick building stands exactly where it was first erected in 1624. Walk past the Victorian cloister and Edwardian chapel into the modern campus, and you encounter a school that has perfected the balance between heritage and ambition. Founded by Sir William Borlase in memory of his son Henry, this selective state grammar school now educates around 1,200 students across ages 11–18 in the riverside town of Marlow. The May 2024 Ofsted inspection found a school with an ethos that is "positive and joyful," rated Outstanding across all categories. GCSE performance places it in the top 5% of schools (FindMySchool ranking: 197th in England). At A-level, results are equally impressive, with 79% of grades at A*-B. The school attracts applications at a rate of 4.2 to one, making entry fiercely competitive. Yet beneath the academic excellence lies something equally distinctive: a school where music, drama, and sport flourish with equal vigour, where 16 students secured Oxbridge places in the last admission cycle, and where the original mission to serve its local community persists across 400 years.

The campus reveals itself in layers. The oldest sections, the original office, reprographics room, and supporting structures, are housed in the original 1624 flint building, a structure so old that its footprint predates the modern nation. The Victorian era added the cloister, a series of red-brick and flint covered walkways that now define the school's most recognisable silhouette. The Edwardian chapel, consecrated in 1914, remains the spiritual heart of the school. Behind these heritage structures, the campus opens into modern facilities: the 2004 performing arts theatre (opened by the Duke of Gloucester), the new sports hall (completed 2021), the refurbished sixth form centre, and purpose-built science and technology suites. The contrast is not jarring; rather, it reflects a school secure enough in its identity to evolve without apology.

The school's ethos is captured in its motto, Te Digna Sequere (Follow things worthy of yourself), which was added during the Victorian era as a reinforcement of values established in 1624. Sir William Borlase's Grammar School in Marlow, Marlow operates at scale (capacity 1,085), so clear routines and calm transitions matter day to day. The most recent Ofsted report described the school's atmosphere as positive and joyful, an assessment that feels earned rather than aspirational.

Discipline is light-touch but effective. The school operates a "gate-to-gate" mobile phone policy, meaning devices are the students' responsibility but should not be seen during also the school day. This reflects a school that trusts its community rather than imposing surveillance. Evidence from inspection visits confirmed ordered behaviour, low bullying incidents, and a genuine sense of belonging among the student body.

GCSE Performance

In 2024, 71% of GCSE entries achieved grades 9–7 (the highest bands), well above the England average of 54%. The attainment 8 score of 73.8 places the school significantly above national averages. The school ranks 197th in England for GCSE outcomes (FindMySchool ranking), placing it in the top 4% of schools and 1st in the Marlow area. This is a top 10% school by national standards (top 10% of schools in England).

The English Baccalaureate, the qualification spanning English, mathematics, sciences, languages, and humanities, shows strong uptake and achievement. Over 71% of pupils achieved grades 5 and above across the EBacc subjects, with an average EBacc score of 7.1 (well above the England average of 4.08). The school's approach encourages breadth of study. Progress 8, the value-added measure comparing pupils' achievement to their starting points, stands at +0.56, indicating that students make above-average progress relative to their peers in England.

A-Level Performance

The sixth form cohort of approximately 450 students produces consistently strong A-level results. In 2024, 79% of grades achieved A*-B, with 17% at A* and 33% at A. The school ranks 233rd in England for A-level outcomes (FindMySchool ranking), again placing it in the top 10%. This ranking reflects sustained excellence: year after year, Borlase produces results that exceed both local and regional benchmarks.

The range of subjects available at A-level is broad. Most students study three A-levels, with those taking Further Mathematics often adding it as a fourth subject. Extended Projects and Gold Crest Awards are pursued by many. The curriculum extends beyond traditional academic subjects, with technical theatre taught alongside traditional disciplines, reflecting the school's arts specialism and its determination to prepare students for diverse pathways.

The curriculum at Borlase emphasises depth over breadth, even while offering genuine choice. Teachers are specialists in their disciplines, and the school's approach encourages aspiration and intellectual curiosity. The recently completed refurbishment of the sixth form facilities (with the new Sixth Form Centre, mentoring offices, and dedicated workrooms) reflects a commitment to creating dedicated space for independent study and tutorial support.

In the main school, the creative curriculum in Years 7 and 8 is deliberately designed to foster creative intelligence, independent thinking, and resilience. From Year 9 onwards, learners study subjects as disciplines, with teachers routinely moving beyond the examination specification to broaden understanding. The calendar is filled with trips, visits, practical explorations, and independent research projects. Science is taught in purpose-built laboratories with separate provision for biology, chemistry, and physics. The modern languages building, opened in 1992, provides dedicated spaces for language learning. Design and technology facilities include traditional woodwork and metalwork alongside contemporary food technology areas and a new Food Technology suite.

Academic clubs and societies are a defining feature. The sixth form curriculum explicitly encourages student-led societies across engineering, medicine, politics, and literature. These are not token clubs; they are run by students, draw speakers, and reflect genuine intellectual enthusiasm. This culture extends throughout the school, where independent project groups and academic clubs thrive daily.

In 2024, 77% of Sir William Borlase's Grammar School's sixth form leavers went on to university. The university pipeline reflects academic selectivity and breadth. In the most recent measurement period, 16 students secured Oxbridge places (10 at Cambridge, 6 at Oxford), from 48 applications, positioning the school 67th in England for Oxbridge success. This places Borlase in the top 2% of schools in England for Oxbridge production, with Cambridge being particularly strong.

Beyond Oxbridge, students progress to leading research universities. Russell Group destinations are standard rather than exceptional. Students regularly enter imperial College, UCL, Durham, Edinburgh, and Bristol. Medicine remains a popular destination, with students securing places at medical schools annually. Approximately 14% of leavers enter employment directly, typically competitive graduate schemes or professional training programmes. A small minority pursue apprenticeships.

The school's university preparation is thorough. In Years 12 and 13, students are introduced to a broad range of careers through talks, presentations and workshops. The sixth form curriculum emphasises reading widely, research independence, and the kind of critical thinking that universities expect. Careers guidance is integrated throughout, ensuring that university applications reflect genuine interest and preparation rather than default ambition.

Music: A Defining Strength

Music at Borlase operates at scale and sophistication rarely found in state schools. The department offers over twenty clubs per week, ranging from eight school choirs to four orchestras, two jazz bands, a concert band, rock bands, and smaller chamber ensembles. Named choirs include Cantorum (the premier vocal ensemble), Chapel Choir (performing in the school's chapel), Gospel Choir, and the Madriguys (the male vocal group). The Symphony Orchestra, Senior String Orchestra, Brass Ensemble, Jazz Orchestra, and Flute Choir provide instrumental pathways for musicians at all levels.

The scale of this provision is remarkable: some students have been members of the National Youth Orchestra and National Youth Choir; many perform at county level. Several students each year are cast in West End productions, with recent placements in Matilda and Billy Elliot. Alumni who pursued music professionally occupy positions at prestigious conservatoires and performing arts institutions. For those who continue music as a lifelong passion rather than a career, the school provides space to sustain that engagement.

The music calendar is relentless. The annual Jazz Night event converts the theatre into a "West Street Lounge," with performances from the Jazz Orchestra, Jazz Band, and smaller ensembles. Recent productions have included Jesus Christ Superstar (four sold-out nights), featuring involvement from West End performer Sir Timothy Rice. The Senior Concert in April celebrates year achievements and thanks departing Year 13 musicians. A Music Tour to Tuscany saw Cantorum, Madriguys, Chapel Choir, Gospel Choir, and the Jazz Orchestra performing in some of Italy's most beautiful locations.

The school recognizes student leadership in music. Two Year 13 Arts Captains, two Technical Theatre Captains, and two Front of House Captains oversee the performing arts leadership structure, empowering older students to run ensembles and support younger musicians.

Drama: Highly Professional and Accessible

Drama is woven throughout school life. The dedicated performing arts theatre (built in 2004 and opened by the Duke of Gloucester) provides a proper venue for significant productions. Recent shows include Rodgers and Hammerstein's Oklahoma!, Sondheim's Sweeney Todd, Ibsen's An Enemy of the People, Loesser's Guys and Dolls, and Bartlett's King Charles III. These are not school plays in the traditional sense; they are large-scale productions involving full casts, orchestras, and technical crews.

Dance is equally prominent. Borlase dance ensembles have performed at Sadler's Wells Theatre in London, The Lowry in Manchester (as part of the national U-Dance Festival), and the ICC Birmingham. The school also produces GCSE and A-level devised drama work, giving students experience of the full creative process from conception to performance.

Almost 60% of Year 11 pupils take at least one performing arts subject at GCSE, reflecting the integrated nature of the programme and its accessibility. Technical Theatre is taught at sixth form, complementing the work of students interested in acoustic and lighting design.

Rowing: International Competence

The Borlase Boat Club, established in 1921, represents one of the school's proudest traditions. The club is known for competitiveness at national and international level. The boat club qualified the first crew to reach all three junior events at Henley Royal Regatta and won the Fawley Challenge Cup in 2012, 2014, and 2015. More recently, the club moved to its own facility at Gossmore, with planning permission granted for a new boathouse.

The club has over 150 members from Year 8 to Year 13, boys and girls, training on the River Thames at Marlow (a 25-minute walk from the school). The school employs a Director of Rowing and maintains a highly committed parents' support group to fund and develop the club. The fleet includes excellent boats, blades, and gym equipment. Club successes at National Schools' Regatta and Junior World Championships are regular, and participation in major regattas like Henley is an integral part of the calendar.

Hockey: Extensive and Competitive

The hockey programme operates at a different scale of participation. With over 260 members and 20 dedicated coaches, the club is among the largest in the school. The Director of Hockey leads a structured pathway for players from beginner to elite level. Three regional quarter-finalists, ten regional qualifiers, and four county champions have emerged from the school in recent years. At individual level, numerous players have been selected for County, Performance Centre, and Futures Cup squads, with three representing their country at U16 and U18 level.

The club maintains a strong link with Marlow Hockey Club, ensuring that the school programme is integrated into the local sports ecosystem.

Sport Beyond the Core

Beyond rowing and hockey, the sports provision is extensive. Rugby, netball, football, cricket, athletics, cheerleading, cross-country, equestrian, softball, tennis, and trampolining are all available. The new sports hall (completed 2021) provides modern facilities. Football has had recent competitive success, with the 1st XI winning the Bucks Schools FA County Cup. Netball, cricket, and tennis all sustain competitive programmes.

Academic Societies and STEM

The sixth form culture particularly emphasises student-led academic societies. Engineering Soc, MedSoc, PolSoc (Politics Society), and LitSoc (Literature Society) are explicitly named in school materials, but the range extends much further. The curriculum description notes that "just about every field is covered," reflecting a commitment to intellectual curiosity across disciplines. Visiting speakers are common, with external professionals and academics invited to address societies.

STEM receives particular emphasis. The school's history as an Arts College (designated in 2005) has not diminished its commitment to science and technology. The purpose-built science labs, IT suites, and design and technology facilities support a rich curriculum. Metal and woodwork facilities, alongside the new food technology area, provide hands-on learning in applied disciplines.

Student Leadership

A tremendous culture of student leadership permeates the school. Forty-three Year 13 students serve as prefects, led by two School Captains. These students coordinate leadership across the vast range of activities operating at Borlase. Prefects ensure that the House system runs smoothly (the school operates a House system with named houses: Britons, Danes, Normans, Romans, Saxons, Vikings), that key stage teams are supported, that academic clubs and societies flourish, that sports teams embody Borlase values, and that performing arts go from strength to strength.

Entry to Borlase in Year 7 is overseen by Buckinghamshire Council and is dependent on performance in the Buckinghamshire Secondary Transfer Test (STT), administered by GL Assessment. Most pupils take this test in the first term of Year 6, sitting it at their own primary school (if in Buckinghamshire) or at a designated grammar school test centre (if from outside the local authority).

Competition is fierce. The school receives approximately 620 applications for 147 places (published admission number of 150), a subscription proportion of 4.22:1. Places are allocated through a combination of criteria: looked-after children receive priority, followed by children eligible for pupil premium living in the catchment area (up to 10 places), children eligible for free school meals living in the catchment with a score of 121 or above, and children from the school's priority admissions area (allocated by random lottery). All remaining places are allocated by distance from the school.

The catchment area covers parts of Marlow, Stokenchurch, Hambleden, and areas of Maidenhead. A catchment map is available on the school website.

For sixth form entry, the school admits approximately 80–90 external students from other schools, broadening the cohort from 140 internal progressions to approximately 220 students across Year 12. Entry to the sixth form requires GCSE performance (typically grades 5–6 in subjects being studied at A-level) and a review process conducted by the school.

The school's pastoral structure is organised around form tutors and house systems. Each year group has designated support, with full-time Learning Mentors attached to specific cohorts. The most recent inspection found evidence of a school where pupils feel empowered and supported. Students describe the school as a place where they can "find their passions" and "flourish."

The school's commitment to developing student voice is explicit and embedded. This shapes everything from behaviour management to the physical environment. The care shown in how the school operates suggests that student wellbeing is not an afterthought but integral to its identity.

The school day runs from 8:50am to 3:20pm. The school is state-funded, so there are no tuition fees. Costs associated with the school (uniform, trips, music lessons, sports participation) are typical of state secondaries.

The school is located on West Street in the centre of Marlow, close to the town centre and walkable from most parts of the town. Rail connections to London Marlow station (served by trains to London Paddington) are approximately ten minutes by car or taxi. Coaches and minibuses serve students from wider catchment areas.

Grammar school entrance is highly competitive and tutored heavily. While the school has redesigned its entrance test to reduce tutoring advantage, the reality is that securing a place requires strong performance in an exam taken by the most able pupils in the county. Most students entering the school will have received some form of preparation or tutoring. Families should be realistic about chances and prepared for potential disappointment.

The peer group is academically selected. Once students arrive, they encounter 150 other pupils who all passed the same selective test. For students who were always top at primary school, this adjustment can feel sharp. The school is aware of this transition and supports it, but it remains a significant cultural shift.

Expectations are high. This is a school that aims for excellence and assumes students share that aim. The curriculum is ambitious; the extracurricular opportunities are extensive; the culture expects engagement. Students who thrive here are those who are intrinsically motivated and comfortable with challenge. Those who see school as a necessary but unpleasant obligation may find the intensity difficult.

Sixth form brings external students. Approximately 80–90 students from other schools join at Year 12. While this introduces new ideas and energy, it also means that the sixth form is genuinely mixed in terms of prior experience and achievement. The school manages this well, but families should know that the tightly selected Year 7–11 cohort is diluted in the sixth form.

Sir William Borlase's is a selective state grammar school operating at the highest level of academic performance, offering extracurricular opportunities of unusual breadth and sophistication. Four hundred years of heritage combine with genuine modernity and intellectual ambition. The May 2024 Ofsted rating of Outstanding across all categories reflects a school that has got the fundamentals right: teaching is strong, students feel safe and supported, leadership is clear, and the culture is one of genuine aspiration.

This school suits families who live within or near the catchment area and have children of strong academic ability who thrive in a selective environment. For those who secure places, the educational experience is exceptional: excellent teaching, inspiring facilities, outstanding opportunities in music and sport, and a genuine community. The challenge lies in the entry barrier. With 620 applications for 150 places, and entry dependent on performance in a competitive exam, this school is not accessible to all who wish to attend. Those who succeed are rewarded with first-class education, free of charge, in a school that has justified its reputation across four centuries.