Reading School Review 2026: England's Premier State Grammar School

Nine centuries of history echo through the Erleigh Road campus where Reading School stands as one of England's most accomplished state grammar schools. Founded in 1125 alongside Reading Abbey, the school traces an unbroken lineage through centuries that saw Parliament occupy its halls during the Great Plague and royalist forces garrison its grounds during the English Civil War. Today, beneath Grade II listed Victorian buildings designed by Alfred Waterhouse (architect of the Natural History Museum), boys navigate an institution consistently ranked among the top handful of state schools in England. The 2023 Ofsted inspection awarded Outstanding across all areas, recognising a school where academic rigour meets genuine pastoral commitment. With no tuition fees for day pupils and boarding available at one-third the cost of independent schools, Reading remains accessible to families across the entire region. The scale is substantial, over 1,100 pupils spanning ages 11 to 18, yet the atmosphere is focused and purposeful, shaped by five houses named County, East, Laud, School and West that compete vigorously in everything from House Eisteddfod (the centuries-old Elocution competition reimagined for contemporary voices) to athletics and academic prizes.

The main building commands the campus with its red-brick Victorian confidence, anchored by a chapel where every student attends service weekly. Boys stream between lessons with purpose. The Science block, completely refurbished in 2017, and the modernised Physics block (reopened early 2023) signal serious investment in laboratory work. The Music School building, originally the Junior School, now houses the instrumental teaching programme that underpins one of the strongest music cultures in state education. A recently completed fitness suite has replaced the old squash courts, accommodating expanded physical provision.

Dr Chris Evans became Headmaster in 2019, arriving from London independent school leadership. His messaging emphasises character development alongside academic excellence. The school's values, stated as "character" and "social impact" rooted in relationships, inform decisions from admissions conversations to pastoral structures. The boarding community, comprising roughly 10% of the roll, integrates fully with day pupils, sharing houses and contributing to campus life. Fifth formers and sixth formers often move into South House or dedicated boarding facilities, where housemasters and their families live alongside students, creating genuinely embedded pastoral systems rather than separate boarding provision.

The atmosphere is notably serious without being oppressive. Students engage visibly with their work. In lessons, discussion occurs. In corridors, pupils move between destinations rather than idling. There is a sense of shared purpose, though not the intensity of an exam factory. The house system drives significant community: inter-house competitions span music, drama, sport and academic areas, with House Eisteddfod running since 1927 as a showcase for creative talent. Recent years have seen the competition expand to include 40 performances celebrating music, poetry, creative writing and performance, a celebration that draws the entire school into the arts.

GCSE Performance

Reading School ranks 76th in England for GCSE outcomes (FindMySchool ranking), placing it in the elite tier at the very top of state school performance. This top 2% positioning reflects relentless focus on curriculum depth and intellectual challenge. In 2024, 86% of all GCSE entries achieved grades 9-7, well above the England average of 54%. The Attainment 8 score of 81.1 demonstrates sustained high performance across the eight-subject basket, with average points substantially exceeding national figures.

The Progress 8 score of +0.89 indicates that pupils make above-average progress from their starting points, a crucial measure demonstrating the school adds genuine educational value beyond intake selectivity. 91% of pupils achieved grades 5 or above in the English Baccalaureate combination, reflecting strong modern language and science uptake. The school's curriculum breadth ensures pupils study sciences separately, languages to GCSE level (French, German, Spanish, Latin and Mandarin options), and humanities disciplines that demand extended writing and analytical thinking.

A-Level Performance

The sixth form ranks 56th in England for A-level outcomes (FindMySchool ranking), placing it in the top 2% of sixth form provision. 89% of A-level grades fall within the A*-B range, with 33% at A* alone. This performance sits well above the England average of 24% achieving A*-A. Reading boys then progress overwhelmingly to higher education, with 83% of 2024 leavers entering university. The academic pipeline is evident: selective entry at 11+ based on reasoning and mathematics, rigorous GCSE teaching, demanding A-level options, and university progression that favours Russell Group institutions and Oxbridge places.

Twenty-three students secured Oxbridge places in recent measurement period, with 11 accepting Cambridge and 12 accepting Oxford offers. This represents approximately 13% of the sixth form cohort, a figure that places Reading among the top 36 schools in England for Oxbridge success (FindMySchool ranking). Beyond Oxbridge, leavers regularly progress to Imperial College, UCL, Edinburgh, Durham, Warwick, and Bristol, universities that demand strong A-level mathematics and science attainment.

The curriculum operates within a deliberately traditional framework emphasising classical languages, separate sciences and mathematics, and humanities depth. Latin is taught from Year 7 onwards, compulsory until GCSE for most pupils. French, German, Spanish and Mandarin provide modern language pathways. The physics, chemistry and biology blocks receive separate teaching and specialist staff, distinguishing the school from comprehensive models offering combined science. Mathematics extends to Further Maths for the top performers, examined separately with specialist teaching.

Teaching follows structured, knowledge-rich approaches. Lessons prioritise explanation, questioning and discussion built on secure foundations. The school explicitly rejects trendy pedagogies in favour of what research shows works: clear exposition, high cognitive challenge, spaced retrieval practice, and feedback loops that identify misconceptions. This positioning means pupils experience demanding academic culture from age 11 onwards. The transition experience at Year 7 acknowledges this intensity: the school runs dedicated transition sessions, assigns structured mentoring, and creates a staged curriculum that builds gradually from foundational skills.

In the sixth form, teaching reflects university-level intellectual engagement. A-level classes are smaller, typically 10-15 pupils, allowing Socratic questioning and seminar-style discussion. Extended essays and independent research projects feature, particularly in humanities subjects where sixth formers engage with primary sources and develop their own historical arguments. The school's designation as a Microsoft Partner School reflects technology integration, with interactive whiteboarding, online platforms and coding programmes complementing traditional classroom work.

Teachers hold expertise. The school attracts graduate mathematicians, classicists and scientists. Staff turnover is low, suggesting commitment and satisfaction. Pupils describe teachers as "rigorous but fair" and "genuinely interested in the subject." The pastoral link form tutor system ensures every student has a named adult who knows them well, conducting regular progress conversations and identifying support needs early.

The academic pathway culminates overwhelmingly in university entry. 65% of sixth form leavers progress to university in 2024, with an additional 1% in further education and 2% in apprenticeships. The Russell Group and Oxbridge domination reflects the school's selectivity and academic culture. Beyond these elite universities, pupils secure places at solid research universities where STEM disciplines dominate. Engineering programmes at Durham, Bristol and Warwick attract significant numbers, as do medical schools (approximately 12-15 medical school places annually, representing the largest single destination).

The school actively supports university applications through a dedicated Careers department, with advisors focused on STEM pathways, medicine, law and oxbridge. Pupils access mock interviews, personal statement workshops, and entrance exam coaching. The superfluous reputation of a grammar school, selectivity at 11 has created a peer group with generally strong parental education and aspiration, means family networks often include university-educated parents able to guide applications.

For those not progressing to university, the school signposts apprenticeships and gap year opportunities. The careers programme attempts to broaden horizons beyond traditional university progression, though the institutional culture undoubtedly privileges higher education entry.

Music: A Defining Strength

Music flourishes at Reading with rare intensity for a state school. The school supports a full orchestra, multiple choirs including a trained Chapel Choir that performs seasonal services, jazz ensembles and chamber groups. Individual instrument teaching occurs on-site, with specialist staff in strings, woodwind, brass and percussion. Over 50% of students learn instruments, a figure suggesting serious institutional investment and cultural valuing of music beyond examination entry.

The House Eisteddfod, now reimagined from its original 1927 Elocution competition format, remains a showpiece event. The student-led competition features 40 performances spanning music performances, poetry readings, creative writing presentations and theatrical pieces. Each house enters acts, creating fierce competition and audience participation. The event demonstrates that music at Reading transcends the orchest, it is embedded in house identity and student culture.

The Old Redingensians (alumni association) continues this tradition through the OR House Music Competition held annually, bringing together alumni musicians performing alongside current pupils. Recent years have seen generation-spanning performances celebrating the school's musical heritage. The Music School building provides dedicated teaching spaces with quality acoustics, and piano studios support intensive instrumental work.

Drama and Performance

Theatrical production occurs at scale. The school produces annual whole-school performances, often musical or dramatic productions that involve 100+ students in cast, orchestra and technical roles. Recent years have seen ambitious productions drawing heavily on the sixth form talent pool, with students directing, composing original music and managing technical elements. The Big School hall provides performance venue with proper staging, though the school's development plans include enhanced arts facilities recognising current space constraints.

Sports: Rowing, Badminton and Beyond

Athletics form a significant pillar. Boys compete in traditional team sports: rugby (autumn term, a competitive fixture calendar), hockey (winter), cricket (summer). Individual sports receive equal prominence: badminton achieves national recognition, with Reading School holding both the boys' KS4 National Badminton Championship and the U16 Boys' VICTOR School Sport Magazine National Badminton Championship for the 2023/24 season. Tennis provides strong participation, with multiple courts on campus.

Rowing occurs through partnership with Reading Rowing Club based nearby on the Thames. Rowing combines individual athletic development with team boat dynamics, and the school fields competitive eight and quad combinations at regional and national regattas. The sporting culture emphasises participation alongside excellence: house competitions, inter-year challenges, and recreational fixtures ensure sport is not exclusively for elite performers.

The refurbished fitness suite, recently opened, provides strength training and conditioning facilities. Physical education remains compulsory through the sixth form, either as examined A-level PE or through Games lessons combined with community service (allowing students to balance academic intensity with broad engagement).

STEM and Technology

Computing and mathematics receive genuine emphasis. The school is a Microsoft Partner School, reflecting investment in technology integration and digital pedagogy. Sixth formers access coding clubs and programming challenges. The Mathematics department runs competitions: UKMC (United Kingdom Mathematics Challenge) participation has yielded national team selections, with one recent student qualifying for the UK National Mathematics Team and earning honourable mention at the International Mathematical Modeling Challenge.

The science curriculum emphasises practical investigation and experimentation. The refurbished Science block provides modern laboratory facilities, separate physics, chemistry and biology teaching spaces, and equipment supporting demanding practicals. Sixth form physics, chemistry and biology students conduct extended investigations as part of their A-level requirements, moving beyond cookbook practicals toward genuine inquiry.

Societies and Clubs

The school supports an extensive societies structure. Named clubs include the Philosophy Society (engaging sixth formers in formal debate), the Debating Society (which contests interschool tournaments), and Ethics Cup participation (national team competitions). The Classics Society connects pupils studying Latin and Greek to ancient history and archaeology. Science clubs address particular interests: biology societies, physics clubs, and coding groups.

The Combined Cadet Force operates voluntarily, offering Army, Navy and RAF sections where pupils undertake military-style training, fieldcraft, navigation and leadership development. CCF provides a distinctive pathway for those seeking structured challenge outside academic subjects. Duke of Edinburgh Award provision allows pupils to undertake Bronze, Silver and Gold expeditions, combining outdoor adventure with personal development frameworks.

The school supports diverse communities: an active LGBTQ+ society, cultural societies reflecting the international intake, and faith discussion groups. Student leadership roles proliferate: house prefects, year group captains, subject ambassadors and club presidents give hundreds of students visible leadership opportunities. The sustainability team (referenced earlier in school publicity) engages students in environmental projects, including the Winter Clothes Swap initiative.

Reading School is oversubscribed considerably. Entry at 11+ is via entrance examination conducted in September of Year 6, testing reasoning, mathematics and literacy. The school ranks 3rd locally in Reading, but attracts applicants regionally given its reputation. There is no published catchment boundary. Success in the entrance examination, combined with school reference and interview (used as tiebreaker), determines offers. The 11+ examination has been redesigned to reduce advantages from private tutoring, though the stakes remain high and most successful candidates have received some form of preparation support.

Sixth form entry (Year 12) is available both to internal pupils progressing from Year 11 and external candidates. GCSE attainment and subject selection determine sixth form places, with minimum grades typically required in subjects pupils wish to study at A-level. The external candidate application system opens annually; specific grade thresholds are published on the school website.

In-year entry may become available if capacity permits, particularly for military families requiring relocation mid-year. All applications route through the school's admissions office.

The form tutor system anchors pastoral support. Each form typically contains 25-30 pupils assigned to a named form tutor who teaches academic subjects but holds primary pastoral responsibility. Registration occurs daily, providing touchpoints for monitoring attendance, behaviour, wellbeing and academic progress. The form tutor identifies early warning signs, sudden behavioural changes, withdrawal, attendance dips, and escalates through the pastoral hierarchy.

The school employs a dedicated mental health lead and counselling provision, recognising that adolescent boys sometimes struggle to self-identify emotional distress. Sixth formers can access confidential counselling through referral from form tutors or parents. Peer support schemes train older students in listening and signposting, creating informal networks where students seek help from peers before approaching staff.

The pastoral structure acknowledges that academic pressure can generate stress. Mock examination seasons receive pastoral acknowledgment, with emphasis on healthy revision habits and managing perfectionism. The boarding provision includes overnight supervision and mature adult relationships that often surface concerns unspoken in day settings.

School day runs 8:50am to 3:20pm for day pupils. Boarding accommodation provides flexibility through weekly boarding (students depart Friday afternoon, return Monday morning) and full boarding options. Boarding fees currently stand at approximately £7,000 per term for weekly boarding, providing substantial savings versus independent school boarding whilst maintaining facilities and support standards.

The school is located on the Erleigh Road, Reading, Berkshire, approximately 2 miles from Reading town centre. It is accessible by public transport (bus routes serving the site) and lies within reasonable driving distance for families across Berkshire, Oxfordshire and Hampshire. Parking on-campus is limited for day pupils; the school operates a car park scheme and encourages walking or cycle commuting where practical.

Uniform is compulsory, with formal blazer and tie dress code reflecting the school's traditional positioning. Boarders maintain uniforms for weekday wear, supporting institutional identity and reducing peer pressure around fashion choices.

Grammar school selectivity creates a particular cohort. Entry via examination at 11+ means the intake is skewed toward pupils demonstrating strong reasoning and mathematical reasoning at age 10-11. This shapes peer culture toward academic ambition. Pupils less interested in intellectual challenge or uncomfortable in highly achievement-oriented environments may find the atmosphere intense. The school is genuinely selective, not merely academically strong within a comprehensive intake.

Boarding is available but limited. Approximately 100-150 pupils board, roughly 10% of the school. Boarders integrate fully with day pupils through the house system, but the majority experience is day school. Families seeking boarding-focused community (where boarding is central to identity) may prefer independent boarding schools. Those seeking flexible boarding options find Reading valuable.

The grammar school selection process is culturally embedded locally. Reading has two selective grammar schools (Reading School for boys, Kendrick for girls), creating a 11+ culture familiar to Reading families but potentially daunting for families relocating from non-selective regions. Tutoring is common, whether formal test preparation or enrichment teaching. Families must manage realistic expectations about entry probabilities.

Pace is demanding. The curriculum follows a knowledge-rich, intellectually rigorous model intentionally. Boys are expected to engage with ideas, tolerate challenge and persist through difficulty. Those preferring educational approaches emphasising pastoral care over academic stretching, or those with learning profiles requiring modified pacing, would find independent schools or mainstream secondaries better suited.

Reading School represents the highest achievement in state secondary education: academic excellence grounded in accessible fees, boarding provision that democratises what fee-paying schools charge, and an institution that has sustained rigorous education across nine centuries. Results place it consistently in the top 2% in England. The Ofsted judgment of Outstanding reflects genuine quality across teaching, behaviour, personal development and leadership. The Oxbridge pipeline (23 places recently) matches or exceeds many independent schools. Yet the school remains affordable, selective only in entry criteria rather than parental wealth.

Best suited to ambitious boys within the local catchment who thrive on intellectual challenge and community-oriented education. Families comfortable with traditional academic culture, grammar school selectivity and genuine boarding options will find exceptional value. The main consideration is selectivity: entry depends on 11+ performance and reasoning ability, not simply parents' ambition or financial capacity. Those securing places encounter one of England's most accomplished state schools.