Set on a five hectare site in Wilton, this campus is a deliberately small, all through independent school for ages 7 to 18, with an ethos rooted in Christian teaching and the Plymouth Brethren community.
The educational calling card is pedagogy rather than prestige. Students spend substantial time working through centrally planned “Assignments” and “Studies”, with teachers acting as both subject specialists and learning coaches. The model is designed to build independence early and, at secondary and sixth form level, to widen subject access through online teaching shared across the wider OneSchool Global group.
Quality assurance is current. The latest Independent Schools Inspectorate (ISI) inspection took place 23 to 25 January 2024 and confirmed that standards were met across leadership, education, wellbeing, contribution to society, and safeguarding.
The feel of the school is more “learning centre” than traditional corridor culture. Digital devices and structured independent work are normalised, and the day is built to make pupils and students comfortable with planning, executing, and reviewing their own work. That emphasis on self management is explicit in the school’s materials, which set out a sequence of “Assignment”, “Study”, “Tutorial” and “Lesson” as the core rhythm of learning.
Values and behaviour expectations are unusually explicit. Integrity, care and compassion, respect, responsibility, and commitment are presented as the organising principles, and external evaluation supports the idea that these are lived, not simply displayed. Pupils are described as typically diligent and focused when learning independently, and relationships across the community are framed around respect and clear conduct expectations.
Faith is not incidental. The prospectus describes the truth and authority of the Holy Bible and strong family values as central to the school’s ethos, with the campus established to serve the UK community and, in particular, Brethren students. This is best understood as a school with a clear confessional identity rather than a broadly “Christian themed” environment.
Leadership stability is another defining feature. The campus principal is Mrs Magrieta Roelofsz, and the most recent inspection notes that the current campus principal was appointed in January 2020.
Because this is an all through setting, the performance picture is best read in three parts.
On FindMySchool’s GCSE outcomes ranking (based on official data), the school is ranked 697th in England and 4th in the Salisbury local area. This places it above England average and comfortably within the top 25% of secondary schools in England (top quarter).
The most recent available GCSE phase metrics show an Attainment 8 score of 56.6 and an English Baccalaureate average point score of 5.33, alongside 37.5% of pupils achieving grades 5 or above in the EBacc subjects.
A key nuance is that the ISI report describes learning as strong for many pupils, but also flags inconsistency in a small minority of lessons where teachers are less secure in subject knowledge or preparation, which can limit short term progress. That is a useful lens for families comparing the campus to more conventional independent schools with highly standardised classroom delivery.
The campus publishes its own summary results covering Key Stage 2. For the 2024 to 2025 results cycle, it reports an average reading scaled score of 113 and an average mathematics scaled score of 104.4, alongside 88% meeting the reading standard and 76% meeting the mathematics standard.
These are encouraging indicators for a small school, particularly where pupils are asked to work with a high level of independence. Parents should still treat primary outcomes here as a product of fit. Children who enjoy ownership and routine will generally find it easier to thrive within the Learning to Learn framework than children who need frequent teacher led prompting.
The dataset does not provide A level grade breakdown for this campus, but the school’s published exam summary does. For 2024 to 2025, it reports 14.58% of entries at A* to A, 34.38% at A* to B, and 90.63% at A* to E, with an average of 3.84 Level 3 qualifications achieved per student.
The ISI inspection adds important context. It states that sixth form pupils make good progress overall, but that A level outcomes do not always match predicted outcomes, with variation year to year and by subject. That aligns with the inspection’s single recommended next step, which is focused on consistent lesson preparation and secure subject knowledge across all teaching.
How to use this as a parent: sixth form here may suit students who are organised, resilient, and comfortable with independent study, especially where the online and cross campus model unlocks subject access. Students who need frequent in person teaching cues may find sixth form more demanding than in a traditional small independent school.
England ranks and key metrics (where available)
GCSE 9–7
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% of students achieving grades 9-7
The distinguishing feature is the self directed learning architecture, set out in the prospectus as a structured sequence:
The Assignment acts as a contract, defining what is taught directly, what can be learned independently, what evidence is required, and where checkpoints and deadlines sit.
The Study is student led time to plan and execute tasks within the Assignment, including focused and collaborative work.
Tutorials provide small group or 1 to 1 specialist support, requested by students or teachers.
Lessons remain part of the mix, providing direct instruction and whole class teaching.
What this looks like in practice, according to ISI, is a centrally provided curriculum and lesson resources delivered through an online platform, with staff monitoring, coaching, and feedback while pupils work at their own pace through written instructions and digital resources.
A second distinctive element is cross campus teaching. Older pupils studying GCSE and A level courses may be taught online in groups that include pupils from other OneSchool Global campuses, sometimes by teachers based elsewhere in the group. The inspection explicitly frames this as a route to wider subject choice at GCSE and A level than a small standalone school could otherwise offer.
There are also clear signs that the campus builds practical skills and communication deliberately, rather than leaving them to extracurricular chance. The ISI report highlights that all pupils follow a London Academy of Music and Dramatic Arts (LAMDA) programme, used to strengthen public speaking, debating, and communication, with a stated impact on confidence and structured speaking.
Because this is an all through campus, most families are likely to be focused on internal progression rather than a Year 6 or Year 11 exit. The prospectus positions the school as serving ages 7 to 18 with continuity of ethos and method, which will appeal to families who want a stable, coherent approach across phases.
For post 16 and school leavers, the public destinations data available is unusual and therefore worth reading carefully. In the 2023 to 2024 leavers cohort (cohort size 13), 92% of leavers moved into employment, with 0% recorded as progressing to university or further education and 0% to apprenticeships. This will not match every family’s expectations of an independent sixth form. It does, however, align with the campus narrative around employability skills, careers education, and preparing students for working life.
The inspection supports that alignment, describing economic education embedded through personal, social, health and economic education, with a careers programme aimed at understanding future opportunities and the world of work.
If your priority is a conventional “university pipeline” with published Russell Group or Oxbridge statistics, the publicly available material for this campus does not emphasise that route in the same way. Families for whom university progression is the central goal should scrutinise sixth form subject delivery, support structures, and recent subject level outcomes during the admissions process, rather than relying on general statements.
Admissions are direct and relationship led rather than timetable driven in the way many independent schools are. The campus admissions policy describes a clear sequence:
Families make an initial enquiry to the campus.
The campus provides the admissions policy and an enrolment application form.
Families return the application form by the stated deadline for the intake.
The campus then arranges an interview meeting with the applicant and parent or carer, involving senior campus leadership.
What is not published in the admissions policy is a calendar of specific closing dates for 2026 entry. In practice, the most reliable approach is to treat admissions as rolling, anchored to term start dates, and to apply early if you need a particular year group. The school’s capacity is 267 so availability by year group will matter.
For families comparing local options, FindMySchool’s Saved Schools feature can help you manage a shortlist across Salisbury and the wider Wiltshire area, particularly if you are balancing a faith based option against a mainstream independent or state alternative.
Formal safeguarding compliance is current and explicit. The 23 to 25 January 2024 ISI inspection confirms that safeguarding standards are met, and it describes robust procedures with high vigilance and effective oversight.
Pastoral culture is closely tied to values and conduct. The ISI report describes high levels of respect and clear expectations around discrimination, alongside effective personal, social, health and economic education that helps pupils understand the diversity and values of British society.
There is also visible inclusion infrastructure. The ISI report notes pupils with special educational needs and disabilities, including pupils with education, health and care plans, and describes support as highly effective for many students, with some achieving beyond predicted grades.
The campus also publishes a clear anti bullying stance, stating zero tolerance for bullying and harm.
Extracurricular provision is shaped by the realities of a small school, but there are some specific pillars.
The site is built for sport. The campus overview describes a fully equipped gymnasium plus tennis courts, football pitches, a hockey pitch and a cricket pitch, alongside extensive grounds.
ISI adds detail about the breadth of sport participation, noting well developed skills across football, cricket, badminton, and basketball.
Implication for families: this is a setting where sport is accessible rather than elite gated, and where facilities allow a broad programme even with a modest student body.
Facilities are not purely academic. The campus description includes a dedicated art room, a food technology kitchen, and a design and technology workshop, as well as two science laboratories.
ISI’s examples of learning in these spaces are concrete, including Year 9 work ranging from artist style drawing, to food preparation, to building an electrical circuit to power a game.
Implication: pupils who learn best by doing, and who benefit from practical outcomes, should find a good match here.
The campus offers a selection of indoor and academic clubs. ISI lists chess and board games, plus a science and technology club and a book club. It also notes two choirs and a band that perform periodically for the community.
The LAMDA programme for all pupils is also significant. It signals that communication, presentation, and structured speech are treated as core skills rather than add ons.
Fees are unusually low for an independent all through school. The Independent Schools Council listing shows day fees of £1,613 per term, excluding VAT.
The same listing states that scholarships and bursaries are not offered.
Implication: families should budget on the basis that published fees represent the primary affordability lever, rather than expecting a financial aid framework. As with any independent school, it is sensible to confirm what is included in the fee, for example lunches, educational visits, examination fees, and learning device arrangements, during the admissions process.
*Bursaries may be available for eligible families.
Basis: per term
The campus is in Wilton, serving families across a broad area, with the prospectus noting students travelling from Winchester in the east to Yeovil in the west.
Transport is therefore an operational consideration. The ISI report references risk awareness around arrival and departure, including use of school minibuses.
School day start and finish times are not set out clearly in the publicly available prospectus material. Families should confirm daily timings, supervised study expectations, and any after school routines during the admissions conversation. As the school begins at age 7, there is no nursery provision to consider here.
Faith alignment matters. This is a Christian school with an explicitly Brethren rooted ethos. Families should be comfortable with a school culture shaped by biblical authority and the values framework described in its publications.
The learning model is not for every child. Self directed learning is central, and success typically depends on motivation, organisation, and comfort with written task instructions and independent execution.
Sixth form outcomes can vary by subject and year. External evaluation points to good progress overall but also notes that A level results do not always match predicted outcomes, with lesson preparation consistency highlighted as the improvement focus.
Financial aid appears limited. Published information indicates no bursary or scholarship framework, so families should treat the fee level itself as the key affordability feature.
Oneschool Global Uk Salisbury Campus is a distinctive independent option, less defined by league table branding and more by its educational method and faith identity. It suits families who actively want a Christian ethos, a structured approach to building independence, and a small school feel with facilities that punch above the typical size. It also suits students who can thrive in self directed routines and who will use cross campus teaching as a strength rather than a compromise.
The key decision is fit. For the right child, the model can create maturity, confidence, and strong study habits. For a child who needs frequent teacher led prompting, the same structure can feel demanding. Admission is likely to be more about ethos and learning match than raw exam competition.
The latest Independent Schools Inspectorate inspection (23 to 25 January 2024) confirmed that standards were met across education, leadership, wellbeing, and safeguarding. The school’s GCSE outcomes sit above England average, with a FindMySchool GCSE ranking of 697th in England and 4th locally.
Day fees are listed as £1,613 per term, excluding VAT. Published information also indicates that scholarships and bursaries are not offered, so families should assume fees are paid without means tested support unless the school confirms otherwise for individual circumstances.
Yes. It has a Christian identity and the campus prospectus describes the school as established to serve the UK community and, in particular, Brethren students, with biblical teaching central to ethos and values. Families should explore how faith is expressed day to day during admissions.
The curriculum is organised around a Learning to Learn framework where students work through structured tasks (Assignments and Studies) with teachers coaching, monitoring, and providing targeted tutorials. Older students may also be taught online in groups that include students from other OneSchool Global campuses, which can widen subject access.
Admissions are direct to the campus. The published admissions policy describes enquiry, application form submission, and a meeting or interview with senior staff, but it does not publish a fixed calendar of deadlines for 2026 entry. The safest approach is to enquire early and confirm start points against term dates.
Yes, it serves students through age 18. The school’s published summary for 2024 to 2025 reports 34.38% of Level 3 entries at A* to B and 90.63% at A* to E. External evaluation also notes that sixth form outcomes can vary year to year and by subject, with lesson preparation consistency identified as the improvement focus.
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