The Gryphon School Review 2026: Strong Results in the Heart of Dorset

In Sherborne, where honey-coloured stone and historic architecture define the streetscape, The Gryphon School sits as a modern creation with deep historical roots. Built in 1992 from the merger of three distinguished predecessors spanning 350 years of educational tradition, this non-selective state secondary occupies a spacious campus serving 1,645 students from North West Dorset and South Somerset. With robust sixth form provision of around 400 students, the school combines contemporary facilities with the Church of England values that have anchored Sherborne education since the 18th century. Mr Jim Gower, appointed as headteacher in 2024, leads a school that ranks 3rd locally and sits comfortably within the middle tier of English secondaries for GCSE results (FindMySchool ranking), whilst the sixth form performs notably stronger, placing in the top 25% nationally (FindMySchool data). Three houses — Foster's, Lord Digby's, and St Aldhelm's — recall the merged schools and feature prominently in inter-house competitions. This is a working school, both practical and purposeful, with genuine community presence.

The Gryphon School occupies a post-modern campus of yellow brick, its architecture carefully designed to echo the golden stone tones of surrounding Sherborne. Yellow bricks blend with red-tiled roofs and classic four-pane windows, paying homage to the local vernacular. The school is neither exclusive nor boutique, but rather an inclusive comprehensive serving all backgrounds and abilities within its catchment.

Under Jim Gower's leadership since 2024, the school has worked to refine its direction without losing sight of what it already does well. Staff describe a supportive culture where individual attention matters despite the school's substantial size. Year groups function as semi-autonomous units, each with dedicated pastoral teams, tutor groups of 5-8 students, and clear lines of communication to heads of year. This structure creates what staff term a "large school, small school feel."

The school's Church of England identity is inclusive rather than exclusive, welcoming students of all faiths and none. Daily collective worship, delivered through chapel services at Sherborne Abbey rather than on-site, anchors the Christian ethos without imposing particular belief. A chaplaincy team embeds pastoral care throughout the community, and the school's 10:10 mission emphasises Courageous Advocacy — encouraging students to champion causes including sustainability, diversity, and social justice. Ofsted praised the school's capacity to create a happy and supportive atmosphere where students feel "safe and well cared for." The school council has historically wielded genuine influence; students have been involved in appointing senior staff.

Behaviour and discipline are firm but fair. Ofsted noted in June 2023 that pupils champion issues important to them and welcome the school's celebration of diversity, including initiatives around women in science and neurodiversity. Students describe feeling "made to feel valid" within the institution, and sixth formers remark that The Gryphon feels like "a place I choose to be, rather than somewhere I feel I have to be."

GCSE Performance

In 2024, The Gryphon School achieved an attainment score of 48.1, placing it in the middle band nationally. The school ranks 1,644th in England for GCSE results (FindMySchool ranking), sitting in the typical middle 35% band nationally. Locally, the school ranks 3rd among Dorset secondaries.

This middling position reflects a genuinely mixed cohort: the school is non-selective, drawing from across a wide area including less affluent communities in North West Dorset and South Somerset. Progress 8 scores of -0.06 indicate that students make broadly average progress from their Key Stage 2 starting points. About 18% of pupils achieved grade 5 or above in the English Baccalaureate subjects (science, language, history, geography), compared to the England average of around 41%.

The school focuses on breadth rather than acceleration. All pupils study sciences separately, languages begin in Year 8, and GCSE choices occur in Year 9 after subject tasters. Setting in mathematics begins in Year 4 of secondary. For students with learning difficulties, particularly those with dyslexia, the school operates a specialist unit providing targeted support and modified provision.

A-Level Performance

The sixth form generates markedly stronger results, placing the school in the top 25% nationally (FindMySchool data), ranked 555th in England. Locally, the school ranks 3rd among sixth forms in Dorset. A-level results reflect a more selective cohort; in 2024, approximately 14% achieved A*, 21% achieved A, and 26% achieved B grades, with 60% attaining A*-B. These figures exceed England averages for A* and B grades, suggesting the sixth form offers a notably stronger academic experience.

Three Oxbridge acceptances were secured in the latest year, with 11 applications overall and 4 offers. This represents genuine but modest success for a state school of this size. Sixth form destinations show 42% progressing to university, 32% entering employment, and 7% taking apprenticeships, reflecting a pragmatic range of pathways.

Teaching quality is consistently solid rather than exceptional. Ofsted highlighted "broad and ambitious" curriculum intent, noting that teaching supports pupils to gain the knowledge and skills they need for future success. In English particularly, the 2023 inspection praised improved teaching quality, with evidence of progress over time as a result of challenging, thought-provoking work.

The curriculum balances traditional academic study with practical options. A levels span 35+ subjects including Ancient History, Film Studies, Psychology, Law, Economics, and BTEC qualifications in Sport. This breadth appeals to students with varied interests. Key Stage 4 similarly offers breadth: Art (Fine Art and 3D Design), Business, Computing, Drama, Film Studies, Food & Hospitality, Music, Photography, and Physical Education sit alongside traditional GCSEs in sciences, languages, humanities, and English.

The school places emphasis on literacy and numeracy as foundation skills, with additional support available for pupils who need reinforcement. Setting in mathematics allows differentiation for both higher and lower attainers. Nurture groups in Years 7 and 8 provide targeted help for students struggling with transition or additional needs.

Teachers demonstrate good subject knowledge and strong relationships with pupils. Ofsted observed that teaching reflects high expectations of behaviour and achievement. The school benefits from continuity of staffing and a culture of professional development, with a growing leadership development programme that has broadened opportunities for talented teachers to take on leadership roles.

The school is frank about post-16 destinations. Of sixth form leavers in 2023-24, 42% progressed to university, 32% entered employment directly, 7% began apprenticeships, and the remainder pursued further education or other pathways. The school maintains close links with local universities and employers, hosting annual Careers and Degree Apprenticeship Fairs involving multiple local and national organisations. Sixth formers benefit from guidance on UCAS applications, university taster days, and visits to venues like Bristol Crown Court (Law), CERN in Switzerland (Physics), and regular cultural trips to China, India, Italy, Japan, and Rwanda to support subject-specific learning.

For pupils leaving after Year 11, transition occurs naturally to the school's own sixth form (which accepts about 250 new external students) or to local alternative provisions. The school operates partnership arrangements with Yeovil College, Kingston Maurward College, and other providers to offer vocational alternatives for students whose interests lie outside traditional A-level study. About 80 students in Years 10-11 access alternative educational provision, ensuring pathways remain open for those for whom the standard curriculum does not suit.

The school maintains a "high expectations" message, particularly around behaviour and commitment to learning. Headteacher Gower has stated a belief that "there is no substitute for commitment, attention to detail and hard work." Staff encourage development of personal attributes including communication, teamwork, and strong work ethic.

Sports: Sustained Excellence and Accessibility

Sports occupy a significant place in school life, with facilities including a large on-site sports hall, modern fitness suite, floodlit astroturf for football, and a rugby pitches. The school has negotiated use of Sherborne Girls' 25-metre swimming pool for additional capacity. Year 10 onwards students engage in competitive fixtures and teams, with opportunities to play at higher levels. Team sports include rugby, football, cricket, and hockey. Students also pursue individual sports including badminton, tennis, basketball, and volleyball. Wednesday afternoons unlock further choice, with both team and individual sporting activities available on and off-site. The Gryphon Sports Centre, taken over by the school in recent years, extends provision to the local community with gym membership, court hire, and children's holiday clubs.

Inter-house competitions remain central to school identity, with the four houses (Foster's, Lord Digby's, St Aldhelm's, and the Gryphon) competing across rugby, football, hockey, and athletics. Physical education teaching emphasises both fitness and skill, with senior pupils able to pursue Level 3 qualifications and BTec Sport. The school's sports partnerships extend beyond the campus; joint orchestral provision is shared with Sherborne Girls and Sherborne Boys schools, creating opportunities for large ensemble performance rarely available in state education.

Music: Reaching Sherborne Abbey and Royal Albert Hall

Music thrives as a prominent pillar. The school boasts choirs (ranging from informal to formal arrangements), a big band, and various ensembles. Students have performed at London's Royal Albert Hall and the Sherborne Abbey Music Festival. Battle of the Bands events provide platforms for contemporary musicians. The choir programme includes annual music tours internationally, with recent visits to Austria, Germany, France, and the Netherlands. Those pursuing A-level Music study in dedicated facilities, and instrumental tuition is available via the school's music department.

The school emphasises music as accessible rather than selective; students need not be Grade 8 performers to join ensembles, though advanced groups do require audition. A partnership with the town's historic Abbey deepens musical and spiritual connection.

Drama and Performance

Annual whole-school drama productions showcase student talent, with recent major works including The Addams Family Musical (performing to four sold-out audiences in December 2024) and past productions of South Pacific. Both traditional drama productions and contemporary work are staged. A Quarr Hall facility hosts larger performances, with capacity for significant audiences. Sixth form students lead the charge for creatively ambitious work, including nationally successful entries to Dance Live, a competition recognising choreography and performance excellence.

STEM: The Algoryphons and Beyond

Computing and STEM are increasingly prominent. The Year 12 Robotics team, branded The Algoryphons, has achieved success in the FIRST Tech Challenge South West Qualifiers. Computing & iMedia courses at GCSE and A-level prepare students for digital careers. Science facilities support separate sciences (Biology, Chemistry, Physics) from Key Stage 3 onwards. A Science Club exists for enthusiasts, and pupils participate in National Mathematics Challenges and Biology Olympiads. The school emphasises practical science: physics students undertake CERN laboratory residentials in Switzerland, and various field studies support geography and environmental science.

Arts and Creative Subjects

Fine Art, 3D Design, Photography, and Film Studies feature prominently. The school runs its own arts festival, providing a platform for student-created work. Visual Magazine, a student publication produced by the Creative Design team, showcases artwork and design thinking. Year groups and sixth formers engage in exhibitions, gallery visits, and creative collaborations; sixth form students have undertaken international trips to New York for art and photography study. Textiles, Cookery, and Drama classes provide practical creative outlets alongside academic art and design qualifications.

Extracurricular Clubs and Societies

The breadth of club provision spans academic enrichment and recreational interests. Clubs listed include Debating Club, Amnesty group, National Mathematics Challenge participants, Biology Olympiad competitors, Eco-club, Sherborne Radio (student-run), TEFL courses, peer mentoring schemes, Ivy House Leadership Programme, First Aid training, sign language, art murals, chess, and work experience coordination. Students have explored history and culture through school visits to China, India, Italy, Japan, and Rwanda. International language immersion trips take students to Germany, Spain, and France. A Ten Tors challenge expedition and Duke of Edinburgh programme (to Gold level) provide adventurous training.

The school's philosophy extends enrichment to all: those with creative talents, those who love sport, those interested in social justice, and those pursuing niche academic interests all find provision. The Gryphon Foundation supports fundraising for specific projects, and student-led initiatives have shaped capital improvements (including the school's campaign for a permanent building to replace "temporary" classrooms, now over 20 years old).

Culture and Community

Trips enrich the curriculum beyond the classroom: Year 7 visits to Sherborne Old Castle and New Castle link history learning to local heritage. Year 9 undertakes international expeditions to aid learning about other cultures. Theatre visits to Bristol, Oxford, and London support English, Drama, and Film Studies. Geography fieldwork takes sixth formers to Boscombe, Studland, and Dorchester. An annual Oxbridge Conference and UCAS Convention supports sixth form progression planning.

The school is consistently oversubscribed. In the latest admissions round, 354 applications competed for 232 Year 7 places (a ratio of 1.53 applications per place). Year 7 entry splits across eight classes of 30 pupils, with 240 places available. Around 20% of pupils come from Sherborne Abbey CE Primary and about 17% from Sherborne Primary, with the rest spread across 30+ primaries across the catchment.

Admissions follow standard coordinated arrangements through Dorset Local Authority. When oversubscribed, priority goes first to looked‑after children, then those under child protection orders, and pupils with SEND who require specific provision at the school. No formal distance-based catchment exists, but proximity becomes the differentiator once priority groups are allocated. In recent years, oversubscription has led to waiting lists; families living further from the school face uncertainty about admission.

Sixth form entry is separate: the school accepts approximately 250 external students into its sixth form alongside internal progressors, opening the sixth form to students from neighbouring schools within the region. Entry requirements typically require GCSE passes (Grade 4 or higher) in relevant subjects; specific A-levels carry prerequisite grade thresholds (e.g., Further Maths requires grade 7 in Maths; Sciences require grade 6 in Maths).

School hours run 8:50am to 3:20pm. There is no on-site breakfast or after-school provision, though external wraparound care through third parties may be available. Students travel via various routes: many catch private buses operated by South West Tours, Bakers, and Vale Coaches. Dorset residents qualify for free transport under the Local Authority's School Transport scheme. The school operates multiple car parks; sixth formers who drive may apply for parking permits, though spaces are limited and congested. Bike racks and good walking access to Sherborne town centre accommodate alternative commutes. A puffin crossing on Bristol Road (approved in 2019) enhances pedestrian safety for those walking from town.

The school's broad catchment (drawing from North West Dorset and South Somerset) means some pupils travel over an hour each way. This travel is managed through the coordinated bus provision, reducing reliance on family cars.

Pastoral care is explicitly positioned as a school strength. Year groups operate as schools within schools, with heads of year overseeing pastoral wellbeing and heads of faculty managing academic progress. Tutor groups of 5-8 students create closer relationships; tutors form the first point of contact for families regarding welfare and progress. The structure ensures that despite the school's size (1,645 pupils), individual students do not slip through unnoticed.

Ofsted reported that "pupils feel cared for and know whom to go to if they have any concerns." The school employs a trained counsellor and offers mental health support through its Care and Support team. Staff describe high sensitivity to vulnerable pupils and strong safeguarding culture. The school operates a dyslexia specialist unit (for approximately 40-50 pupils), providing assessment, tailored timetables, and specialist support that enables many students to access mainstream curriculum with appropriate scaffolding.

Behaviour management follows clear expectations. A mobile phone policy is explicitly in place and enforced. The school avoids overly punitive approaches, instead focusing on restorative practices and clear communication with families about concerns. The chaplaincy team supports students navigating personal or family difficulties.

Mental health and wellbeing are increasingly embedded: the school runs mindfulness clubs, has appointed designated staff to champion mental health, and offers pastoral interventions before crises escalate. Academic pressure is managed through realistic target-setting and encouragement to pursue interests outside the narrow exam focus.

Scale and anonymity: With 1,645 pupils, The Gryphon is genuinely large. While systems create a "small school feel," students who thrive in intimate communities may occasionally feel lost in transition from smaller primary schools. Year 7 induction takes time; many pupils describe initial anxiety about the physical size of the campus.

Mixed cohort and progress: As a genuinely non-selective school, the intake includes students across the full academic spectrum. Progress 8 scores of -0.06 reveal that, on average, pupils make neither accelerated nor strong progress relative to similar-attainment peers nationally. Families seeking a school where high-attainers are pushed beyond national expectations may find the overall pace measured rather than accelerated. The middle tier of results (1,644th nationally) reflects a school that does its job well for the broadest range, rather than one that excels for the highest-fliers.

Distance and travel: Admissions are consistently oversubscribed; waiting lists are common. Unless you live within the immediate Sherborne area, securing a place is uncertain. Families considering the school should register early and be prepared that distance may exclude them despite genuine interest.

Sixth form transition: While the sixth form achieves stronger results nationally (top 25%), internal progression from Year 11 to Year 12 is not guaranteed. External sixth form students fill available spaces, meaning some Year 11 pupils do not progress internally, despite performing adequately at GCSE. Families should clarify specific entry requirements and progression policies with the school directly.

The Gryphon School is a well-functioning, inclusive comprehensive that serves its broad community with genuine care and reasonable academic outcomes. It is not a selective hothouse or an academically elite institution, but it is reliable, supportive, and offers genuine enrichment beyond the narrow curriculum. For families seeking a strong state secondary within the North West Dorset and South Somerset area, with realistic expectations about progress and a commitment to seeing their child develop as a well-rounded individual rather than purely academic advancement, The Gryphon delivers. It suits families who value genuine inclusivity, good pastoral structures, and a school that does not pretend to be something other than what it is. The main barrier is access: getting in requires living close enough to the school to beat the competition, and persistence. Best suited to families within the school's oversubscribed catchment who value breadth of experience and a nurturing community over academic acceleration.