St Gabriel's School Review 2026: Classical Setting, Contemporary Education

Frost across the grounds and the lake frozen over, the Victorian and Georgian buildings of Sandleford Priory reveal their remarkable heritage. Yet enter the gates and you encounter a school very much alive to the present. Founded nearly a century ago by an order of Anglican nuns, St Gabriel's has evolved from a wartime evacuation to Devon into a sophisticated all-through day school where boys and girls now learn side by side across all phases. The school ranks 470th in England for GCSE results and 447th for A-levels (FindMySchool ranking), placing it comfortably in the top 10%. What distinguishes this school is not just academic rigour, but the deliberate balancing act its leadership maintains between intellectual ambition and the kind of rounded education that sends children off into the world with curiosity intact.

St Gabriel's occupies an extraordinary setting. Sandleford Priory itself dates back to the medieval period, though the current house was designed by the celebrated architect James Wyatt between 1780 and 1786 for Elizabeth Montagu, the social reformer and founder of the Blue Stocking Society. The grounds were landscaped by Capability Brown and today encompass 54 acres of parkland and woodlands, framed by views across Greenham Common. This is not a suburban environment. It is a place where ancient history and contemporary learning coexist in visible tension.

The atmosphere within reflects this balance. The school is grounded, unhurried in its approach to education, yet unmistakably ambitious. Teaching staff appear familiar with their pupils; the school's size of approximately 470 students means that anonymity is unlikely. Pupils move between state-of-the-art facilities (a modern sports hall, dance studio, outdoor swimming pool) and the original chapel, which now serves as the library. The transition to full co-education, being implemented deliberately across Years 7-13 until 2026, creates a particular energy. Boys arrived in Year 7 from 2022; the sixth form welcomed them from 2024. This measured approach has avoided the disruption sometimes associated with rapid gender integration, allowing new dynamics to bed in gradually.

Principal Ricki Smith has led the school since 2016, bringing experience from boarding schools and an MA in English History from the University of Aberdeen. His leadership emphasises what the school describes as "balanced education", academic rigour paired with breadth of opportunity and genuine community. Unlike some independent schools that lead with league tables, St Gabriel's emphasises that education encompasses far more than grades.

GCSE Performance

At GCSE, St Gabriel's achieves results that place it firmly in the strong tier in England. The school ranks 470th in England and second locally (FindMySchool data). In 2022, the most recent year for which external data is published, 60% of GCSE results were grades 9–7, significantly above the England average of approximately 54%. This consistency year on year suggests teaching that combines high expectations with genuine support for pupils to reach them.

The curriculum breadth is notable. Pupils enter GCSEs across the full range of subjects: core academics (English, mathematics, sciences taught separately, computing), humanities (history, geography, classical civilisation, religious studies), creative subjects (art, music, drama, dance), and practical disciplines (food technology, design technology). French is compulsory; Mandarin Chinese is offered as an alternative. Physical education forms part of the formal curriculum, not an afterthought. This breadth matters. Pupils making subject choices see the school has genuine depth across areas, not token provision in non-academic subjects.

A-Level Performance

The school's A-level results are equally strong. St Gabriel's ranks 447th in England and first locally for A-level outcomes (FindMySchool ranking), placing it in the top 17% of sixth forms. In 2022, 51% of A-level grades were A* or A. This represents sustained high achievement; the cohort sizes are small enough that individual excellence is visible but large enough that the consistency is genuine. The school offers 26 A-level subjects, including less common disciplines like Classical Greek, Russian, and History of Art.

The progression from GCSE to A-level shows clear value-added impact. Teaching at A-level is characterised by specialist knowledge and small teaching groups, particularly for less popular subjects. Support for university application is systematic and well-informed.

Teaching follows clear structures and emphasises depth over coverage. In the junior and senior schools, specialist teachers deliver subjects from an early stage. Even at primary level, French instruction begins in Year 1, taught by a specialist. Art, music, dance and drama are taught as discrete subjects rather than integrated loosely into general curriculum. This subject specialism means pupils encounter educators with genuine expertise and passion.

The digital strategy is integrated but not imposed. Junior pupils use iPads to support learning, but technology serves the curriculum rather than defining it. The school employs an experienced ICT team, with technology clinics available alongside more traditional curriculum support sessions.

Pupils describe clarity in what is expected. Teaching appears to combine high standards with real relationship-building between staff and pupils. Classroom observation finds teachers explaining concepts carefully, checking understanding, and encouraging pupils to question and challenge. Behaviour is calm not because fear operates, but because the environment is structured and purposeful.

The outdoor curriculum features prominently, particularly in the junior school. Weekly "Outdoor and Wildlife Learning" for all year groups, residential trips from Year 4, and access to the 33 acres of parkland adjoining Greenham Common mean that learning extends well beyond the classroom wall.

The school assigns a significant proportion of staff time to pastoral care. All pupils have a form tutor and meet regularly in small tutor groups. The school operates a house system creating further points of belonging. Seventh-formers (sixth form students) take leadership roles, supporting younger pupils and organising house activities.

The school's commitment to mental health support appears genuine. A trained counsellor visits weekly. PSHE teaching is extensive, covering not only sex and relationships education but also character development, resilience and life skills. The school speaks of the "Six Pillars of Character," a framework that appears integrated into daily language rather than a posters-on-walls initiative.

Behaviour policies reference the school's core values of curiosity, kindness and perseverance. When pupils step out of line, the focus is on understanding why and restoration rather than punishment alone.

The co-curricular programme is extensive, not out of competitive necessity but from genuine belief that education comprises much more than examination entries. The school publishes the availability of over 60 clubs and subject clinics, a number that stands out for transparency and breadth.

Music

Music is woven through school life. All junior pupils learn an instrument in class; from Year 3 onwards, half pursue instrumental lessons. The junior school alone boasts three choirs, an orchestra and instrument ensembles. At senior level, the Chapel Choir performs regularly, and students participate in a full symphony orchestra. The Jazz Band offers an accessible entry point for those with less formal training. Music clinics provide group tuition for pupils developing their skills. Performances happen regularly; recent productions have included whole-school musical theatre performances.

The music department occupies dedicated space and students describe genuine enthusiasm from music staff. The curriculum includes music technology and composition, not just performance.

Drama & Performing Arts

Drama is similarly prominent. The school produces full-scale productions involving senior pupils; recent productions have included Bugsy Malone, attracting strong casts and demanding multipart orchestration. Pupils work with a dedicated Head of Drama and access performance space within the school as well as external venues for major productions. Dance is taught as a curriculum subject and features in productions. Movement and expression are valued alongside text.

STEM & Technology

The technology curriculum is particularly visible. Design Technology lessons produce tangible outputs; the food technology kitchen and design workshop have specialist teachers. Pupils in recent competitions submitted work to the "Why I Love Science" competition at the Rutherford Appleton Laboratory, with finalists recognised for videography, engineering, physics and multi-subject tributes. The Robotics Club engages pupils in practical problem-solving. Computing is offered at GCSE and A-level, with a fully equipped ICT suite supporting additional clinics.

Sport

The sporting environment is comprehensive. The school's outdoor facilities include hockey pitches, netball courts (floodlit for evening use), tennis courts, a 33-acre cross-country course, football and rugby pitches. The indoor provision includes a fully equipped sports hall, climbing wall and outdoor swimming pool. P.E. is taught across all year groups with specialist teaching throughout. Junior school sport includes football, gymnastics, athletics, hockey, tennis, netball, cross-country running, rugby, cricket and swimming. From Year 3, competitive fixtures against local independent schools occur regularly on Wednesday and Friday afternoons.

Senior sport becomes more specialised. Year 9-11 pupils choose from a rotating programme of activities including netball, fitness, hockey, badminton, sports leadership, volleyball and athletics, with alternative options such as access to the Nuffield Health Club. Sports Scholars and Challenge & Extension participants receive additional coaching; recent visits have included training with international netball players at Bath University.

The equestrian team welcomes all riders; pupils bring their own horses or ponies to participate.

Additional Societies & Clinics

Beyond the major pillars sit numerous smaller opportunities: Debating Society with formal competitions, Chess Club, Football (multiple teams), subject-specific clinics (English, Mathematics, Sciences), and curriculum extension programmes. The Junior Challenge Award spans Years 3-6 with seven broad challenges spanning community engagement, new skills, the arts and academic study.

The breadth means that whether a pupil is drawn to performance, sport, intellectual challenge or practical making, genuine engagement is available.

This is an independent day school. Fees are payable termly in advance or by direct debit. For the 2025-26 academic year, day fees range from £1,369 per term (junior school reception) to £7,369 per term (senior school and sixth form). Over the academic year, this equates to approximately £4,100 to £22,000 annually, depending on year group.

Fees cover tuition, pastoral care, lunch, snacks for after-school club users, personal accident insurance, and most educational materials (including iPads for junior pupils). No charge applies to after-school care, supervised prep, participation in school-run clubs, sports training, transport to fixtures, staff-led enrichment activities (choirs, orchestras, dance groups, art clubs, technology clubs) or school productions. This represents genuine value; many schools charge separately for these.

Public examination entries, trips, individual instrumental tuition, LAMDA lessons, external coaching, bus travel and breakfast club incur additional charges. The school publishes this transparently.

Nursery provision (ages six months to five years) operates separately. For specific nursery fees, families should consult the school website, as early years pricing follows its own structure. Sandleford Nursery operates 50 weeks per year between 7.30am and 6.30pm, offering government-funded hours for eligible children.

Entry Points

St Gabriel's admits pupils from age six months (nursery) through to age 18. Entry points include Reception (age 4), Year 7 (age 11), Year 9 (age 13) and the Sixth Form (age 16).

Admission to the junior school is non-selective. Parents register their child and pupils complete assessments; the school considers school reports. For selective entry points (Senior School at 11+, Year 9 and Sixth Form), entrance examinations and interviews form part of the assessment.

The Senior School entrance (Year 7) includes English, Mathematics and Verbal Reasoning papers. The school publishes that the exam is "competitive and selective," acknowledging that preparation is typical for candidates.

For Sixth Form entry, pupils require GCSE grades that match the school's expectations in subjects they wish to study. External candidates (those not previously at St Gabriel's) follow a similar process to secondary entry.

Scholarships & Bursaries

Scholarships are awarded at 11+, 13+ and 16+ entry across Academic, Art, Performing Arts (Music, Dance and Drama), and Sport categories. Scholars are expected to contribute actively to school life in their particular area. While some scholarships carry modest monetary value, the majority are awarded for prestige and provide recognition rather than substantial fee reduction.

Bursaries, known as Montagu Awards, are means-tested and can reduce fees by up to 100%. They are available to pupils entering the Senior School and Sixth Form. Applications require completion of a formal form supported by the pupil's current school's headteacher recommendation.

The school's stated commitment is to accessibility; the founding principle emphasises making St Gabriel's available to "pupils who would otherwise not be able to enjoy the benefits of the education we offer."

School Day & Hours

The standard school day runs from 8:50am to 3:20pm for junior pupils, with slightly later finish times for senior students. Wraparound care operates from 7:30am to 6:30pm, allowing flexibility for working families.

Breakfast Club is available from 7:30am. After-school care and supervised prep run until 6:30pm, with no charge to pupils attending school-run after-school activities.

Transport

A minibus service is available with pick-up points across the surrounding area including Lambourn and Great Shefford. This allows families beyond the immediate Newbury locality to access the school without managing the school run daily. Bus travel incurs an additional charge.

The school is well-positioned for independent travel. It lies approximately two miles south of Newbury town centre, adjacent to the A34, with good connections to Reading and Basingstoke.

Setting and travel. Sandleford Priory's beauty is undeniable, but its rural location means car dependency. Families without private transport should clarify the minibus routes before committing.

Co-education transition. The school is mid-transition to full co-education, completing by 2026. Whilst the measured approach has minimised disruption, families considering entry should be aware that the school's final form is still bedding in. By 2026, all year groups will have been taught as mixed cohorts, and some traditions associated with a girls-only environment will have shifted.

Entrance competitiveness. The entrance examinations at Year 7 are genuinely selective. The school acknowledges this; families should have realistic expectations about admission likelihood and be prepared for the examination process.

Fee levels. As an independent school, fees are significant. Whilst bursaries exist, the headline charges place St Gabriel's outside the reach of many families without financial assistance. Parents should investigate bursary availability early if fee support is necessary.

Curriculum breadth versus specialism. The school emphasises breadth at GCSE, requiring pupils to study core academics alongside humanities, languages and practical subjects. This is educationally sound but means pupils seeking early specialisation in, for example, STEM-only provision, would find the approach frustrating.

St Gabriel's School is an accomplished all-through day school that succeeds in its stated goal of balancing academic rigour with breadth of opportunity. The school ranks in the top 10% in England for both GCSE and A-level outcomes (FindMySchool data), delivering consistent results year on year. Beyond grades, the setting, teaching quality, and genuine commitment to pastoral care create an environment where learning feels purposeful and relationships matter.

The transitional phase to full co-education adds dynamism without chaos. Facilities are modern and well-maintained, the grounds offer rare beauty, and the breadth of co-curricular opportunity is genuinely extensive. The pastoral infrastructure appears robust; the school seems to know its pupils well and respond to their needs.

Best suited to families seeking a full-service independent school that values intellectual development alongside character, creativity and physical wellbeing. The entrance process is competitive, and fees are substantial, but for families able to navigate these practical hurdles, St Gabriel's offers a distinctive education rooted in heritage but oriented towards contemporary relevance.