Upton Court Grammar School Review 2026: Over a Century of Selection and Excellence

Over a century of history is embedded in these buildings. The original Slough Secondary School opened its doors in 1912, making the school a foundational institution in selective education for Berkshire. What began as a single site in William Street has evolved dramatically, most recently in 2013 when the school embraced its current identity as Upton Court Grammar School, replacing the chained swan symbol with a phoenix rising from the flames. Today, under the leadership of Mr Oliver King, this selective grammar school of 1,166 students ranks 159th for GCSE performance, placing it in the top 3% in England (FindMySchool ranking). The school occupies Lascelles Road in Upton, with pupils aged 11 to 18, and operates as a fully mixed academy with a strong reputation for selection-based entry.

At the gates, you encounter a busy, purposeful community. Students move between lessons with direction and pace. The atmosphere combines the formality traditional to grammar schools with a genuine, multicultural warmth. This is not a place of pretence; staff speak warmly of their pupils, and pupils visibly respect the expectations placed on them.

The school's four core values, Unity, Curiosity, Growth, and Service, are not merely decorative. These principles inform decisions and guide behaviour across the campus. The institution holds fast to its historical roots while embracing internationalism and diversity. With 98% of pupils from ethnic minority backgrounds, the school has achieved what many schools struggle to do: create a genuinely inclusive meritocratic environment where academic selection is the sole criterion, and students from all backgrounds thrive alongside one another.

Under Mr King's leadership, there is palpable momentum. The school continues to invest in its facilities and its people. Teachers speak with expertise and passion. Sixth Form students describe a supportive community where intellectual challenge coexists with genuine pastoral care. The ethos is neither austere nor slack. It is serious about education without being serious about itself.

GCSE Performance

In 2024, GCSE results reinforced the school's position as one of England's strongest selective secondary schools. Attainment 8 stood at 77.6, substantially above the England average of 45.9. A remarkable 73% of GCSE grades were 9-7 (A*-A equivalent), compared to the England average of 54%. The school ranks 159th in England for GCSE outcomes (FindMySchool ranking), positioning it in the top 3%, a top 10% of schools in England performance.

Locally, the school ranks 2nd among Slough schools. One hundred percent of pupils achieved five or more passes in grades 9-4, including both English and Mathematics. The English Baccalaureate was entered by 100% of students, with 82% achieving the full EBacc requirement. This is comprehensive evidence of an ambitious, academically rigorous curriculum delivered consistently.

A-Level Performance

The sixth form has strengthened considerably in recent years. At A-level, 63% of grades awarded were A*-B, substantially above the England average of 47%. The school ranks 489th in England for A-level performance (FindMySchool ranking), placing it comfortably in the top 18% (top 25% of schools in England).

Summer 2024 outcomes saw 80% of leavers accept university places, with 47% securing spots at Russell Group universities. The cohort included 11 students accepted for medicine and 5 for dentistry, demonstrating the calibre of teaching in sciences. The Sixth Form Centre, completed in 2013, provides dedicated study facilities and has contributed to a marked improvement in sixth form outcomes since its opening.

Teaching at Upton Court is rigorous and well-structured. Subject specialists deliver ambitious content within carefully sequenced units. The school emphasises "quality first teaching," meaning differentiation and support for learners occur within mainstream lessons rather than through pullout programmes.

The curriculum reflects the school's specialisms in languages and science. Languages are taught from Year 7, with pupils often progressing to advanced proficiency. Science is taught as three separate disciplines, allowing deeper investigation and specialist expertise. Computing features prominently, and pupils engage with research-based pedagogies linked to prior learning and regular retrieval practice.

Character education runs throughout. The school believes that intellectual development and personal growth are entwined. Students are expected to engage with community, understand British values, and develop independence. The Ad Astra curriculum ("To the Stars") operates for all students and provides a framework for enrichment, leadership, and personal development beyond the academic timetable.

University Destinations

The vast majority of leavers progress to university. In 2024, 80% of Year 13 students accepted university places, with 60% enrolling at Russell Group universities. This represents a marked upward trajectory; in 2023, the figure was 50%, and in 2020, 29%. The improvement reflects both improved teaching and higher aspirations.

Beyond raw percentages, destinations reveal the calibre of achievement. In 2024, students secured places at Cambridge, Imperial College London, King's College London, University College London, University of Warwick, University of Nottingham, and University of Bristol. Competitive courses like medicine, dentistry, law, and engineering are achieved regularly. The school's one Oxbridge acceptance in 2024 represented a Cambridge place; while this figure is modest relative to traditional boarding schools, it reflects the school's position as a day grammar with a geographically diverse intake.

Internal Progression to Sixth Form

A remarkable 90% of Year 11 pupils progress to the school's own sixth form. This demonstrates both the quality of the school's lower school and the perception among families that sixth form entry is achievable and desirable.

The extracurricular programme is extensive and deliberately structured around meaningful engagement rather than sheer activity count. The school offers clubs and societies that genuinely reflect student interests and enable deep involvement.

Sports Provision

Sporting facilities are substantial. The school operates a new 4-court Sports Hall with two Multi-Use Games Areas (MUGAs), completed in 2019. This purpose-built facility enables excellent provision in basketball, badminton, handball, and five-a-side football. Students represent the school in traditional competitive sports: rugby, football, cricket, athletics, and netball. Badminton has produced representatives for England. Individual sporting talent is considerable; past students have included 800m county champions.

The Duke of Edinburgh Award scheme is popular, with groups working through Bronze and Silver levels. Year 9 and Year 10 pupils participate in structured outdoor learning and personal development. Students qualify in rock-climbing, kayaking, and expedition skills.

Academic and Leadership Societies

The Student Leadership Team operates as a genuine leadership structure, not a ceremonial role. Leaders are selected through a rigorous process each December and hold real responsibility for school operations, fundraising, and pastoral support. Competition for places is fierce.

Specialist societies span Law, Debating, Medical Ethics, and Economics. These meet regularly and prepare students for university interviews, case studies, and intellectual exploration. The Debating Society engages in competitive formats; the Law Society facilitates visits to Crown Courts and engagement with the judicial system.

Creative and Intellectual Pursuits

Drama is particularly strong. The school operates a roomy drama studio and mounts whole-school productions that showcase both on-stage and technical talent. A recent school musical involved elaborate sound and lighting design, orchestral accompaniment, and cast sizes exceeding 100. Drama is popular at GCSE and again at A‑level, and outcomes are described as impressive.

Philosophy Club, Reading and Explore Club, Art Club, Photography Society, and Manga Club provide outlets for intellectual curiosity and creative expression. The Sixth Form Scholars team meets weekly to host guest speakers, facilitate master classes, and organise trips to London museums and galleries. Partnerships with Royal Holloway, University of London, bring biologists, psychologists, and geographers to school for masterclasses.

STEM and Computing

Computing Club, Chess Club, and various STEM initiatives engage pupils in logical thinking, coding, and problem-solving. The school participates in CREST awards, with students achieving Silver and Gold certifications for independent research projects. The number of students gaining CREST accreditation demonstrates depth of engagement with scientific enquiry.

All-School Events

Charity challenges and community fundraising occur throughout the year, with the Pioneer Parliament connecting sixth formers across the trust. The school takes its community responsibility seriously, embedding service into the ethos rather than treating it as an add-on.

11+ Entry

Admission is entirely selective, based on performance in the 11+ entrance examination. In 2024, approximately 1,382 applications competed for 163 places, representing an 8.48:1 ratio, extremely competitive. The eligibility mark is 111 out of roughly 150, requiring strong performance and often tutoring preparation.

The examination is coordinated through the Slough Consortium, which includes multiple selective schools. The test comprises two papers developed by GL Assessment: one testing verbal reasoning and the other English comprehension. Children sit the test once; results are ranked, and allocations follow consortium procedures.

Priority after able candidates is given to pupils residing closest to the school, although there is no formal catchment boundary. Families apply through the Local Authority's common application form.

Sixth Form Entry

To enter sixth form, the minimum is six GCSE passes, typically including at least four grade 6s (old grade B equivalent) and two grade 5s. Students must also meet subject-specific requirements. The vast majority of sixth form places are filled by internal progression; external places are highly competitive.

Form tutors play a central role. Pupils are grouped into tutor groups of approximately 28-30 in lower school, reducing at A-level. Tutors see their pupils daily, monitor wellbeing, and coordinate communication with parents.

The school employs a specialist teacher for specific learning difficulties, a school counsellor, and receives regular visits from an educational psychologist. The SENCO coordinates support for pupils with identified needs. The school states that SEND will not be considered a reason to refuse a place, though admission is contingent on passing the entrance examination.

The school benefits from substantial capital investment. The original 1936 building on Lascelles Road still forms the core, but recent improvements include a new English Department (2012), a state-of-the-art Restaurant and Sixth Form Centre (2013), newly refurbished science laboratories (2017), and modern performing arts facilities. The 4-Court Sports Hall and MUGAs (2019) represent the latest phase.

The Sixth Form Centre provides dedicated study areas, common rooms, and spaces designed for independent and collaborative learning. A recently renovated library supports research and independent study. The school describes its facilities as "some of the best educational facilities in the south-east."

Selection pressure is real. With 1,382 applications for 163 places, entry is intensely competitive. Children frequently require tutoring preparation. Families should be realistic about the odds and prepared for disappointment. The school itself notes that passing the 11+ is no longer enough on its own: applicants need a high score.

Peer adjustment. Grammar school entry means your child joins cohorts of similarly able peers for the first time. Children who were "top of primary" must recalibrate their self-perception. This is ultimately healthy, but the transition can be humbling.

Strong academic culture. The school is uncompromising about academic standards. Pupils are expected to complete homework consistently, revise thoroughly, and engage seriously with their studies. For families seeking a more relaxed atmosphere, this may feel intense.

Limited SEN provision. While the school does support students with autism and dyslexia, the need to pass entrance examinations means the population with SEN is proportionally small. Families with children who have significant SEND may find greater support elsewhere.

Upton Court Grammar School delivers academic excellence that is genuinely competitive at a national level. GCSE and A-level results, combined with the calibre of university destinations, demonstrate consistent, rigorous teaching. The school has invested substantially in facilities and maintains a modern, forward-thinking educational philosophy while honouring traditions associated with grammar schools.

The selection process is demanding, and entry should not be taken for granted. Once admitted, however, pupils benefit from rigorous teaching, clear expectations, and a community that values both intellectual achievement and personal development. The school is best suited to academically able children whose families can support exam preparation, and for whom a selective, academically ambitious environment aligns with their values. The principal barrier is securing a place; the educational experience that follows is exceptional.