Long Close School Review 2026: An all-through day school with a wartime origin story and a skills-first philosophy

Long Close School is an all-through independent day school in Slough, educating pupils from nursery through to GCSE. Its origin is unusually specific: the school’s story begins with wartime evacuation and is closely tied to its founder, Eric Millard, before settling into its current home in Upton in the mid-1940s.

Leadership has shifted recently. Dr Richard Robson was appointed headteacher in 2024, and the school has described this as the start of a new phase, with a renewed focus on its Pegasus, skills-first approach. The ownership context has also changed, with the school noting that it joined Redshift Education in 2025.

For families, the headline practical questions are straightforward. There is no sixth form, so students move on at 16; fees are published by year group for 2025 to 2026; and admissions are built around visits plus age-appropriate assessment during a taster day rather than a single, formal entrance exam.

The school’s identity leans on continuity, pupils can start in the early years and remain through to GCSE, with the same organisation shaping expectations and routines. That matters for families who value consistency, particularly in an area where many pupils otherwise change schools at 11 or 13.

There is also a visible strand of tradition, rooted in the school’s own account of its formation and early development. The history presented by the school traces a line from wartime displacement to a settled base in Upton, and it frames the school as something built deliberately, rather than a school that simply “happened” over time. That backstory is often attractive to parents who want a school with a clear narrative and a sense of purpose beyond exam seasons.

At the same time, the present-day culture is described internally using a distinctive vocabulary. The school motto is Altiora petimus (To soar higher without limits), and it is used in formal school documentation as a statement of aspiration and day-to-day expectations. In practical terms, that tends to show up as a focus on effort, presentation, and personal responsibility, particularly in the senior years.

A note of caution is appropriate when looking at older inspection evidence alongside a new head. The most recent ISI report predates Dr Robson’s appointment, and it identifies both strengths and improvement priorities, including more consistent behaviour aligned to the school’s values. Parents considering the school now should treat 2023 as an informed baseline, then use open events, a tour, and conversations with staff to understand what has changed since the leadership transition.

Long Close is ranked for GCSE outcomes in the FindMySchool dataset. Ranked 823rd in England and 9th in Slough for GCSE outcomes (FindMySchool ranking based on official data), it sits above England average, placing it comfortably within the top 25% of schools in England.

The attainment profile suggests a solid academic picture. The Attainment 8 score is 60.4, and the average EBacc average point score (APS) is 5.25.

One nuance worth understanding is curriculum strategy. The dataset shows 21.7% achieving grade 5 or above in the EBacc measure, which can reflect entry decisions as much as outcomes, some schools prioritise a broad options model over pushing high EBacc participation. In a smaller all-through school, the right question for families is whether the option blocks and subject guidance match the student’s strengths and intended post-16 route, especially given that students will leave at 16 for sixth form or college.

Parents comparing local options should use the FindMySchool Local Hub page to view these outcomes side-by-side using the Comparison Tool, since the most meaningful decision is usually relative strength among realistic alternatives.

The school’s published admissions process describes learning as personalised and assessment-informed. For entry from Reception onwards, children complete age-appropriate assessments during a taster day, positioned as a way to understand current attainment and support a smooth transition, rather than as a pass or fail gateway. This approach often suits families looking for careful placement and responsive teaching, particularly for pupils who may have been mismatched in a previous setting.

External evidence provides a useful, specific lens. The February 2023 ISI inspection judged both pupils’ academic and other achievements and their personal development as good, and confirmed that the independent school standards were met. The same report also highlights very positive attitudes to learning and strong ICT skills across the school, which is a meaningful detail because it points to a practical, applied culture rather than a purely theoretical one.

The most helpful part of the report for parents is the precision of its recommendations. It calls for more opportunities for independent work to deepen thinking and analytical skills, and it flags that progress and depth of understanding in science in the senior school should match other subjects. If you have a student who thrives on open-ended projects and independent reading, ask how independent learning is structured now, and what routines are used to build it year by year. If science is a major strength or intended pathway, ask specifically how teaching and practical work are organised in Years 9 to 11, and how the school checks that students are building secure understanding rather than surface performance.

One concrete feature of the school’s academic offer is its commitment to Read Write Inc phonics, which it presents as a central early literacy approach, including model-school recognition by Ruth Miskin Training and Oxford University Press. For younger pupils, that can be a strong fit where families want a highly structured reading programme with clear routines and staff training expectations.

Because the school finishes at 16, “destinations” has two distinct meanings: some pupils leave at 11 or 13 in selective areas, and all students leave at 16 for post-16 education elsewhere.

At Year 6, the school states that some pupils secure scholarships to independent schools, and it gives examples including The Abbey, Hampton, Wellington, and Millfield. It also lists local grammar options commonly associated with 11-plus routes, including Langley, Herschel, Upton Court, and Burnham. For parents, the key implication is that the school is accustomed to supporting selective pathways, even while offering continuity for families who prefer to remain all-through.

At 16, the school frames post-16 progression as largely into grammar schools, selective independent schools, or high-performing sixth-form colleges, and it provides examples including St Bernard’s, Burnham Grammar, Upton Court Grammar, and Langley Grammar. It also publishes a headline destinations claim, stating that all pupils secured their desired post-16 destinations, with 78% continuing in selective grammar schools. Those figures are encouraging, but families should still ask the practical follow-on questions: which sixth forms are realistic for your child’s subject interests, what is the support with applications and interviews, and how early is guidance given for different routes.

The absence of a sixth form can be a positive for some students. A fresh start at 16 can suit teenagers who want broader social horizons, a wider subject menu, or a bigger setting. For others, it can feel disruptive. The best indicator is how your child tends to manage change and how strongly they value familiarity.

Admissions are built around relationship and fit. The published process emphasises tours, enquiry, registration, and an invitation to a taster day or session. For Nursery and Reception, a taster session is described as typically taking place during the morning; for Year 1 to Year 9, the taster day is presented as a full school day with participation in normal classes.

The school is explicit that children do not sit an entrance exam, but they will complete age-appropriate assessments during the taster day from Reception onwards. That matters because it signals that the school is selecting for readiness and appropriate placement rather than filtering purely by exam technique. For families who have been turned off by heavy test culture, this can be a meaningful difference.

Entry points are also described in a way that reflects typical all-through movement. The school notes that the main points of entry are traditionally Nursery, Reception, Year 3, and Year 7, while still welcoming mid-year admissions where space allows.

Scholarships are a separate pathway for Year 7 entry. The school offers academic, art, music, and sports scholarships, describing scholars as ambassadors and noting that awards provide a discount on tuition fees, with value at the discretion of the head. For September 2026 Year 7 entry, the closing date to apply for a scholarship is 09 January 2026.

If you are shortlisting on geography as well as fit, the admissions conversation should be practical. Families should use the FindMySchoolMap Search to check their typical commute and to compare travel practicality across shortlisted schools, particularly because daily logistics can shape a child’s experience as much as curriculum.

Pastoral care is described with clear structures by phase. In the early years, each child is assigned a Key Person, positioned as the main point of security, observation, and parent communication. In Prep, the form teacher is described as the primary contact for pupils and parents, with pastoral responsibility closely connected to daily classroom life. In Senior, the role shifts to a form tutor model intended to give each student a consistent adult who knows them well.

A distinctive feature is the use of Affective Social tracking for Years 5, 6, 10, and 11, described as a pastoral assessment and tracking tool designed to elicit pupil voice and identify where earlier pastoral signposting may help. The practical implication is that pastoral support is meant to be proactive rather than reactive, with structured check-ins built into the year rather than relying solely on pupils speaking up in a crisis.

The 2023 ISI report reinforces some of the broad picture. It notes that pupils know how to keep themselves safe and understand the importance of physical and mental health, while also flagging the importance of consistent behaviour aligned to values. For parents, the best due diligence step is to ask how behaviour expectations are taught and reinforced in the senior years, and what “consistency” looks like in practice across classes and times of day.

Extracurricular life is presented as a core part of the week rather than an add-on. The enrichment programme is described as integrated into the school day from Year 1, with activities selected from a menu of options and refreshed across the year.

Specific clubs and activities named by the school include Photography Club, cricket, football, and dance. What matters for parents is not simply that clubs exist, but the kind of experience they create. A photography programme, for example, can be a genuine anchor for students who enjoy independent creative projects, while team sports can provide routine, belonging, and confidence for those who respond well to shared goals.

Trips add another layer. The school lists cultural travel destinations such as Iceland, Berlin, Barcelona, and Belfast, and it also describes outdoor experiences offered through a partnership with Active Learning Group, including activities at Cuffley and bushcraft experiences. The implication is that learning is intended to be outward-facing, with experiences that link classroom content to wider context and practical skills.

Music and performing arts are unusually detailed for a smaller school. The school choir runs weekly and leads events including the Carol Service and Speech Day at St Mary’s Church in Slough. The choir also participates in Young Voices at the O2 and attends Wellington College Prep Choral Day annually, giving students a clear pathway from regular rehearsal to high-profile performance. Workshops named include African drumming, Stomp, and drama improvisation, and the school notes ballet progression through Cecchetti syllabus exams.

Sport is well specified in terms of facilities. The school describes two Astro-turf pitches, cricket nets, a bowling machine, and a long-jump pit on site, plus access to surrounding parkland and local playing fields. It also notes rowing opportunities at Dorney Lake for Years 9 and 10, and a whole-school sports day at TVAC in Eton. The school reports that some pupils have represented Berkshire Cricket at under-11 level, and it highlights links to Slough Hockey Club for girls’ hockey.

Fees are published per term for September 2025 to 2026, and the school states that fees are inclusive of VAT. Termly fees are listed as £4,935 for Reception; £5,589 for Years 1 and 2; £5,705 for Years 3 and 4; £5,915 for Years 5 and 6; £7,385 for Years 7 to 9; and £7,668 for Years 10 and 11. The school also notes that the published fees include a compulsory lunch charge of £375.

Inclusions listed by the school include lunch from Reception upwards, a 1:1 laptop for each child from Year 3 upwards, early morning drop-off from 8:00am, and access to after-school clubs.

One-off charges are also stated. The school lists a non-refundable registration fee of £125 for the main school and an acceptance deposit of £600 from Reception upwards to secure a place. Nursery fee details are published by the school, and eligible families may be able to use government-funded childcare hours; for current early years pricing and funding eligibility, use the school’s published information.

On fee reduction, the school promotes scholarships for Year 7 entry in academic, art, music, and sports, and it states that the discount level is set at the head’s discretion based on achievement and contribution. The school does not present a clear, published bursary policy on the pages reviewed, so families who need means-tested support should ask what is available and how applications are assessed.

The published school-day timings are clear. For ages 2 to 5, the school day is stated as 8:00am to 3:30pm; for ages 5 to 16, it is 8:00am to 3:45pm. If pupils arrive before 8:20am, the school describes an early morning club arrangement for supervision before being taken to class.

Wraparound care is also set out for the primary phase, with an after-school care programme described as running from 3:30pm to 6:00pm daily.

Term dates for 2026 are published, including the start and end dates for spring and summer terms, which helps families planning holidays and childcare logistics. Travel, parking, and public transport guidance is not set out in a way that supports precise planning on the pages reviewed, so families should confirm day-to-day drop-off and pick-up arrangements directly when visiting.

• No sixth form. Students leave at 16, so families should plan early for post-16 options and ensure the likely sixth form or college routes suit the student’s subject interests and learning style.

• Inspection priorities to probe. The latest ISI report highlights the need for more independent learning opportunities and stronger science progress in the senior school, plus greater consistency in behaviour aligned to school values. Ask what has changed since 2023, particularly following the new headteacher appointment in 2024.

• Scholarship timeline. For Year 7 entry, scholarships have a defined closing date for 2026 entry, which can create a tighter planning window than general admissions.

• Cost clarity. Fees are clearly published and include VAT and a compulsory lunch element, but extras such as trips, swimming lessons, and public examination fees are listed as excluded, so families should budget for add-ons.

Long Close School will suit families who want an all-through independent education in Slough, with a strong emphasis on continuity, structured pastoral systems, and broad co-curricular opportunities that include real performance and competitive sport. The academic profile places GCSE outcomes above England average, and the school’s own destination examples show familiarity with selective routes at both 11-plus and post-16.

Best suited to pupils who benefit from being known well across their school years, and who will engage with the school’s expectation of contribution through clubs, ensembles, and leadership as they move into the senior phase. The main decision point is whether moving on at 16 feels like a positive reset or an unwelcome disruption, and that judgement should be made with your child’s temperament firmly in mind.