Rochester Independent College Review 2026: A Fresh Alternative Where Pigs Really Do Fly

The giant musical gates that frame the entrance to Rochester Independent College are an installation by sound sculptor Henry Dagg, a collaborator with Björk. Inside their tonal range sits the entire spirit of this unique school. Founded in 1984 when two mathematicians, Brian Pain and Simon de Belder, saw potential in a derelict Georgian building others dismissed, the college adopted a flying pig as its mascot, a riposte to the cynicism that greeted their chances of success. Forty years on, that pig has become something else: a symbol that anything is possible here.

Occupying fourteen listed buildings linked by award-winning gardens in the heart of a designated conservation area in Rochester, RIC serves 412 students aged 11-21. There are no uniforms, no formal hierarchies, and students and staff use first names. Class sizes average eight. What distinguishes Rochester from the churn of traditional independent schools is both the atmosphere and the substance: a commitment to helping students who have not always thrived elsewhere exceed their own expectations, combined with genuine provision for serious academic ambition. The school ranks in the top 25% of schools in England for GCSE outcomes (FindMySchool ranking, 1049 ) and the middle 35% for A-level achievement, but the real story is not in the averages, it is in the value it adds. RIC sits in the top 2% of all schools in England for A-level value-added, meaning students routinely surpass their predicted grades. Whether you arrive as a student with unconventional experiences or serious university aspirations, Rochester finds space for you.

To visit Rochester is to step into something genuinely different. The first impression, those gleaming stainless steel musical gates, sets the tone. Inside, the campus feels less like a traditional school and more like an urban village. Georgian townhouses at Star Hill serve as teaching spaces. Outdoor learning areas sit beneath towering oaks. The garden has won awards from the Kent Wildlife Trust. Students describe the place with genuine affection; one noted that visiting from a traditional private school felt like "switching from black and white to colour."

Mr Alistair Brownlow leads the college as Principal. He joined in 1997 and has shaped its evolution from a sixth form specialist into a comprehensive school spanning ages 11-19. Under his stewardship, the college joined the Dukes Education family in 2016, an affiliation that has brought investment in facilities and staffing while preserving the school's distinctive culture of informality and creative energy.

The atmosphere is conspicuously relaxed in ways that matter. There are no bells, no assemblies, no uniform, no petty rules. Yet beneath this surface runs genuine academic rigour. Teachers across the college are practitioners in their fields: textiles tutors with expertise in sustainable design, film lecturers with professional credits, artists with master's degrees from Central Saint Martins. Staff professional development ranges from Victorian Literature to Digital Media to Philosophy in Education. This matters because it means students are taught by people who know their subjects not as exam syllabuses but as living disciplines.

The college's original specialism, mathematics and sciences, remain notably strong. English literature teaching similarly stands out. Film Studies, an unusual strength for an independent school, produces students who progress to top university courses and, in at least one case, to professional filmmaking. Students notice this. They arrive expecting to be lectured at; instead they find themselves taught by experts who make space for their individual ideas and questions.

Behaviour is noted as excellent in inspection findings, though it emerges as something natural rather than imposed. Students describe an inclusive atmosphere, genuine respect between teachers and pupils, and a culture of mutual regard across year groups. The phrase "incredibly warm" appears repeatedly in parent testimony. Diversity is lived, not performed. Around 70% of students are from the UK; 30% arrive from international backgrounds spanning 30 countries. Thai scholars funded by the Royal Thai Government Scholarship programme join regularly, many of them winners of International Olympiad gold medals.

GCSE Performance

Rochester ranks 1049th for GCSE outcomes, placing it in the top 25% of schools in England (FindMySchool ranking). This performance has held consistently over years, marking the college as genuinely strong by standards that matter to parents considering university pathways.

The 2024 cohort achieved 30% of grades at 9-7 (A* and A), well above the England average of 23%. 18% reached grades 9-8, and 11% achieved grade 7. These distributions show consistent strength across the ability range rather than a narrow concentration at the top. The college's greatest strength lies in what follows these results: students' trajectory. Many arrive at GCSE having struggled elsewhere. That the college helps them not only pass but exceed their own predictions is quietly powerful.

The visual arts programme operates across multiple disciplines. Fine Art is taught by practitioners with qualifications from institutions like Central Saint Martins. The curriculum spans sustainable textiles, graphic communication, ceramics, photography, and fashion. Gallery spaces throughout the campus allow students to exhibit work and curate their own exhibitions.

A-Level Performance

At A-level, Rochester ranks 888th, placing it in the middle tier of schools in England (FindMySchool ranking). A*-B grades account for 57% of entries. This is neither headline-grabbing nor weak; it is honest representation of a genuinely non-selective student body spanning wide ability ranges.

What matters here is the detail. The college offers around forty A-level subjects, with no restrictions on subject combinations. Students can study unusual subjects: Russian, Classical Greek, History of Art. They can create portfolios that suit their ambitions, whether that is medicine, law, art school, or engineering. The flexibility extends to course length: two-year A-levels, intensive one-year programmes, even retake options for those rebuilding previous results.

The curriculum at Rochester follows national frameworks but is notably enriched. From Year 7, all students encounter Drama, Music, Film, and Media Studies alongside conventional academics. This is curriculum design that treats the arts not as optional enrichment but as central to how educated people understand the world.

Lower School (Years 7-11) students study core subjects alongside a genuinely ambitious breadth. Fine Art, Textiles, Photography, Graphic Design, Ceramics all sit alongside traditional subjects. Music technology is embedded within music teaching from the start. Digital Media is offered from Year 7. The approach reflects the college's founding principle: that academic and creative achievement matter equally.

In Sixth Form, the philosophy of flexibility dominates. There are no timetable blocks, no artificial restrictions on subject combinations. A student can study mathematics with art history with Russian if that serves their ambitions. Specialist support is available for entry to competitive courses: medicine, dentistry, veterinary science, law. The college partners with Oxbridge Applications and The Medic Portal, institutions that specialise in preparing students for the most competitive university programmes.

Teaching methods reflect the college's size and values. Classes average eight students. Discussion rather than transmission is the default mode. Tutorial relationships between teachers and individual students are substantive; Directors of Studies in the Sixth Form track progress rigorously, regularly updating families and checking that subject combinations remain optimal for declared goals.

The college identifies itself as having particular expertise in supporting students who have not previously succeeded. One inspection finding noted that the school "fulfils its aim to enable pupils who have not necessarily had a successful experience in their education previously to reach the further education course of their choice." This is not marketing language; it reflects the lived reality of many student journeys here.

In 2024, 54% of sixth form leavers progressed to university, with 1% entering further education and 7% beginning apprenticeships. The median is striking: over half secured university places despite the college's non-selective admissions.

Beyond the headline, the destinations reflect the college's genuine commitment to every student. Leavers have progressed to courses including Architectural Engineering at Bath, Economics at UCL, Natural Sciences at Trinity College Cambridge, History of Art at Edinburgh, Veterinary Science at the Royal Veterinary College, Fashion Menswear at Central Saint Martins, Fine Art at UCL's the Slade, Digital Media at Leeds, Computing at Imperial, Medicine at Oxford, Veterinary Science at Liverpool, Film Studies at Warwick, Politics at Exeter, Dentistry at Bristol, Law at LSE, Photography at Camberwell, and Fashion Marketing at London College of Fashion.

The college's top university destination for art-focused students is University of the Arts London, which has held that position for five consecutive years. This reflects genuine provision for serious creative students. Beyond Oxbridge, leavers regularly secure places at Imperial College, UCL, Edinburgh, and Durham, the universities that admit strong state sixth forms and selective independents alike.

For Oxbridge specifically: seven students applied to both Oxford and Cambridge in the measurement period. One received an offer and secured a place at Cambridge. The college maintains expertise in supporting Oxbridge applications through partnership with Oxbridge Applications and dedicated sixth form tuition that helps students develop the independent thinking and subject depth these universities require.

Creative Arts: A Defining Strength

The visual and performing arts sit at the heart of Rochester's identity in ways that distinguish it fundamentally from mainstream independent education. This is not decorative provision; it is central to the curriculum and the culture.

Yes. The college ranks in the top 25% of schools for GCSE outcomes and sits in the top 2% in England for A-level value-added (students exceed predicted grades). The ISI inspection highlighted excellence in personal development and exemplary student attitudes. The college has strong teaching in mathematics, sciences, English literature, and film studies. What distinguishes Rochester is not ranking position but the consistency with which students exceed their own expectations.

Drama begins in Year 7 and continues through sixth form, following a clear path from improvisation to professional-standard performance. Star Hill, the converted Georgian townhouses, serves as the primary teaching base. Commedia dell'arte, Greek tragedy, and contemporary theatre all feature in the lower school curriculum. By GCSE, students tackle the AQA syllabus through devising, directing, and live performance. West End productions are visited termly. In sixth form, Theatre Studies is offered at A-level, alongside BTEC in Performing Arts, which takes an industry-focused approach to everything from physical theatre to production roles. Students can sit LAMDA grade exams in Speech and Drama.

The college's dramatic centrepiece is Underhill Hall, an underground performance and examination space with a copper canopied roof that transforms into an open-air auditorium. It hosts the Great British Economics Olympiad finals annually, Renaissance Scholars events, art exhibitions, and student and professional theatrical productions. This facility, designed with modern construction techniques and minimal carbon footprint, makes clear how seriously the college takes performance.

Film Studies and Media Studies sit alongside Drama but deserve distinct mention because of their depth and industry relevance. The college has offered A-level Film Studies since the late 1990s, making it a pioneer in this field. The curriculum spans narrative analysis, auteur studies, and spectatorship alongside practical production work. Students produce 4-5 minute short films using DSLRs and edit with professional Adobe software. A-level students engage with films ranging from Rebel Without a Cause to contemporary independent cinema. Media Studies extends this into television, advertising, music video, and digital platforms. An alumni filmmaker, Edward Smyth, pursued a career in professional film after studying at Rochester from Year 7 through sixth form.

Music is similarly comprehensive. A dedicated Music Hub provides teaching and practice rooms equipped with instruments for musicians of all abilities. Music Technology is embedded within the curriculum; from Year 7 upward, music lessons incorporate digital production elements. The college has a recording studio where students learn both creative production and the marketing skills professional musicians need.

Sports and Physical Activity

While not primarily a sports-focused institution, Rochester offers extensive physical activity provision. The multi-use games area (MUGA) operates continuously at lunchtimes, hosting football, basketball, dodgeball, hockey, netball, and pickleball. The college achieved the School Games Mark Bronze Award in 2022-23 and has established links with local sports clubs including Kent Crusaders Basketball, Olympia Boxing, Tornadoes Korfball, and Medway Rugby Club. Medway Park, a multimillion-pound sports facility, provides access to swimming pools, athletics tracks, sports halls, and fitness suites for students engaged in serious training.

Dodgeball is particularly popular, and the college has been shortlisted for a British Dodgeball secondary-school award. The college currently houses in England talented athletes in swimming, fencing, BMX, and roller skating. Notable recent achievements include Genevieve Hunter progressing to study in the US on a swimming scholarship, and Elsa Rendall-Todd regularly placing in national BMX competitions.

Clubs and Supercurricular Activities

Beyond curriculum, student-led clubs flourish. The Philosophy Society meets regularly. A Social Action Justice Group mobilises students around activism and social change. An LGBTQ+ Club provides peer community. Dungeons and Dragons attracts fantasy enthusiasts. Chess, yoga, life drawing, and pottery reflect aesthetic interests. A Film Club screens work regularly.

Supercurricular opportunities reflect serious academic engagement. A "Maths Plus" club exists for students applying to high-level STEM courses, tackling content beyond the syllabus such as the proof that the Harmonic Series diverges and the Basel Problem. The UK Space Design Competition attracted a multinational, mixed year-group entry organised by a Kazakhstani student who went on to study Aerospace Engineering at Bath University. The Great British Economics Olympiad hosts its final at Rochester annually, bringing economics experts to campus to deliver workshops and lectures.

Educational trips provide consistent cultural enrichment. Recent excursions include a trip to Sweden involving ice climbing and cross-country skiing in Swedish Lapland, a France residential involving historical exploration and beach life, and a Lower School arts residency to Cornwall featuring visits to Tate St Ives and the Eden Project. A trip to Japan allowed Sixth Form students to experience contemporary Japanese culture and education directly. These are not superficial holiday trips; they integrate with curriculum and allow extended engagement with learning outside the classroom.

Day fees range from £5,600 to £9,200 per term (£16,800-£27,600 per year) depending on year group. Boarding fees range from £11,100 to £16,600 per term (£33,300-£49,800 per year). These fees are exclusive of VAT. Scholarships and bursaries are available. Families seeking specific financial information should contact the college directly through admissions.

Rochester operates a genuinely non-selective admissions policy across all entry points: Year 7, Year 9, and Sixth Form. The absence of entrance examinations distinguishes it fundamentally from selective independent schools and grammars. Applications are considered directly; admission is decided on ability to benefit, family commitment to the college's values, and space availability.

Entry to the college happens at standard points, 11+, 13+, and 16+, but flexibility is a defining feature. The college accepts applications throughout the academic year and can place students into any year group, subject to availability. This responsiveness accommodates families moving, students relocating internationally, and those seeking fresh starts mid-school-career.

The admissions process is notably informal. Prospective students undergo a conversation with the Principal by Zoom, followed by a taster day (or week, or two weeks) tailored to the individual. The emphasis is on ensuring genuine alignment between family values and the college's ethos before commitment.

For Sixth Form entry, there are no minimum GCSE grade requirements. Students can join after completing GCSEs elsewhere or, alternatively, undertake a one-year intensive GCSE programme if prior results need strengthening. The college also accepts mature entrants: students returning to education after work or travel are welcomed.

Boarding is available from age 13 and accommodates approximately 108 students across multiple residential houses. Boarders occupy on-campus accommodation in single or twin rooms, many with ensuite facilities. Gordon House is one of several boarding residences. For students aged 18 and above, off-campus accommodation is available in self-contained housing, allowing greater independence while maintaining connection to college life.

The boarding experience emphasises community rather than institutional formality. Common rooms are shared spaces; residents have access to on-site cinema, fitness centre, art studios, and gardens. Meals are prepared daily from fresh, local, tested produce, with diverse menus available. Boarding is active with trips, social events, and supervised activities. Rochester Independent College in St Margaret's Banks, Rochester pairs strong results with a broader experience beyond examinations. Current residents act as buddies for newcomers.

The college describes its pastoral approach as one where students feel "very much at ease." Small class sizes and first-name relationships between students and staff enable genuine pastoral attention. Each student has a personal tutor who tracks progress, celebrates achievement, and intervenes when support is needed. In Sixth Form, the Director of Studies role is explicitly pastoral as well as academic.

An ISI inspection highlighted that students' personal development is "excellent" and their attitudes to learning are "exemplary." The report noted that the college successfully achieves its aim to develop self-knowledge and self-esteem. Behaviour is noted as "generally of a very high standard," with students reporting feeling respected and valued.

The college is located at 254 St Margaret's Banks, Rochester, Kent, ME1 1HY. School hours operate across the standard academic day, with wraparound care available for younger students. Breakfast Club and After-School Club cater to day pupils requiring extended hours. The college runs a minibus service across Kent to assist with travel logistics.

Rochester itself sits 40 minutes from central London by direct train, with connections to Ebbsfleet (10 minutes) for Paris and Brussels via Eurostar. Within Rochester, the town offers independent boutiques, museums, second-hand bookstores, restaurants, and cafes. Students receive discount schemes at local businesses. The castle grounds host summer concerts from major musicians. The Medway Little Theatre, immediately adjacent to the college, hosts youth companies and professional productions.

Scale and community feel. The college is deliberately small by design, around 412 students across ages 11-21. For families seeking a large, anonymous institution with extensive facilities, Rochester may feel too intimate. Those wanting to know everyone and to be known are suited here.

Non-selective admissions. The absence of entrance examinations or achievement criteria means students arrive with genuinely varied academic backgrounds. For parents seeking a narrow peer group of high-achievers, grammar schools and selective independent schools remain alternatives. Rochester deliberately mixes students of different abilities, which supports diversity and requires teachers skilled at differentiation.

Creative emphasis. The college gives serious weight to arts provision, drama, music, film, visual arts, as core to education rather than optional extras. Families uncomfortable with this central positioning may find more traditional schools better aligned.

Location and urban campus. The college sits within the medieval conservation area of Rochester town centre, not on suburban grounds or spacious parkland. There are no sports fields on site (though easy access to Medway Park and local sports clubs). For families seeking green pastoral aesthetics, traditional country house schools offer contrast.

Independent school context. While fees are not prohibitive compared to traditional independent schools, they remain substantially higher than state provision. Families for whom cost is a significant barrier should explore state schools and grammar schools as alternatives.

Rochester Independent College represents something genuinely unusual: an independent school that is neither selective nor conformist, that treats creative and academic achievement as equally important, and that has built a forty-year track record of helping students exceed their own predictions. The flying pig mascot, originally a riposte to cynicism, now symbolises something real: that unconventional pathways lead to excellent destinations when the teaching, facilities, and culture are genuinely strong.

The college excels at taking students of varied starting points and helping them unlock potential they did not always recognise in themselves. Results are solid, not spectacular, but value-added metrics place it in the top 2% of schools in England, meaning students routinely surpass expected outcomes. The breadth of provision in creative arts is genuinely outstanding. Teaching staff are practitioners and experts. The atmosphere is distinctly warm and inclusive without sacrificing academic rigour.

Best suited to families seeking a genuine alternative to more traditional independent schooling; students who value creative expression alongside academic engagement; those who have struggled elsewhere and need a fresh start; and international families drawn to the cosmopolitan, welcoming environment. The college is non-selective by design, which means it works best for families comfortable with mixed-ability peers and genuinely aligned with values of inclusion and individual development.