OneSchool Global UK, Tewkesbury Campus Review 2026: Self Directed Learning in a New Purpose Built Setting

A small, all through independent day school for ages 7 to 18, shaped by OneSchool Global’s “Learning to Learn” approach and a clear Christian ethos. The Tewkesbury campus moved into a new site in late 2024, with the prospectus describing light, airy buildings and extensive outdoor space. Leadership is stable, with Mr Christopher Reynolds in post since September 2024. For families seeking a structured alternative to conventional lesson after lesson schooling, this is a distinctive option.

This is a campus designed around a particular philosophy rather than a traditional timetable. The prospectus sets out the Learning to Learn framework in practical components, including “The Assignment”, “The Study”, “The Tutorial”, and “The Lesson”. That wording matters because it signals how the day is organised, with explicit space for independent work, coached support, and direct teaching. For students who respond well to structure and clarity, it can feel purposeful and efficient. For those who need frequent teacher led direction to stay engaged, the adjustment can be significant.

Ethos is similarly explicit. The campus prospectus positions Christian teachings as part of the school’s underpinning commitments, and the admissions policy prioritises families connected to the Plymouth Brethren Christian Church, while also describing the school’s welcome to applicants within capacity. The result is a community that tends to be values aligned, which many families experience as straightforward and coherent. The trade off is that families seeking a broadly secular culture, or those uncomfortable with faith shaping school life, are likely to prefer other settings.

The move to the new Tewkesbury site is a major part of the present identity. The prospectus describes relocating in September 2024, and the campus page notes the new purpose built setting on the outskirts of town. This “new build” moment typically brings practical benefits, more fit for purpose learning spaces and a reset of routines. It can also mean processes are still bedding in, especially for families joining mid cycle.

For GCSE outcomes, the school is ranked 2,521st in England and 1st locally in Tewkesbury (FindMySchool ranking based on official data). That sits in line with the middle 35% of schools in England (25th to 60th percentile), which is a “solid, typical” national position rather than an exam results outlier.

Looking at the underlying measures available, the Attainment 8 score is 46.4. The EBacc average point score is 4.28.

A note on the sixth form picture: A level grade distribution is not published in the available dataset for this campus, so families evaluating post 16 academic outcomes should rely more on curriculum fit, subject availability, and destination pathways than on headline A level statistics.

Parents comparing several nearby options can use the FindMySchool Local Hub and Comparison Tool to view GCSE measures side by side and understand whether this “middle 35% in England” profile is the right match for their priorities.

Teaching is built around the school’s deliberate blend of self directed and teacher directed time. The prospectus explains that “The Study” is student led, with coaching from teachers and peers, and that “The Tutorial” is a targeted small group or one to one support model that can be requested by students or teachers. The implication is that help is designed to be more personalised than a single whole class lesson can provide, but it also expects students to take responsibility for recognising when they need it.

For older students, the OSGAccelerate programme is positioned as part of the formal curriculum. It draws on FranklinCovey content (including “7 Habits of Highly Effective Teens”) and includes Microsoft certified course elements, with a defined hours commitment over two years. In practice, this is a strong signal that the school treats “learning habits” and practical digital skills as assessable outcomes, not just enrichment.

The school serves ages 7 to 18, so “next steps” typically means GCSE to sixth form decisions, and then post 18 destinations. The available leavers destination data indicates a very small cohort size, and for the 2023/24 leavers cohort (7 students), progression was recorded as 100% into employment, with 0% recorded as progressing to university. For some families, particularly those focused on vocational readiness and local employment pathways, that may feel aligned with the “life ready” emphasis. For others, especially those expecting a conventional university pipeline, it is a prompt to ask detailed questions about guidance, subject choice, and how university applications are supported when a student wants that route.

Oxbridge application and acceptance figures are not published in the available dataset for this campus. Families where highly selective university admissions are a core objective should ask directly about recent patterns, including how many students apply, what guidance is provided, and which destinations are most common.

Admissions operate differently from maintained schools. The admissions policy states that, as an independent school, the campus is not subject to the legal admissions framework used for state funded schools. It also sets out priority for Plymouth Brethren Christian Church families, reflecting the campus’s designated religious character and community focus.

For families considering September 2026 entry, the admissions policy gives a clear deadline: applications for admission in September 2026 are due by 24 April 2026. The process described includes an enquiry, completion of an enrolment application form, and an interview meeting involving the applicant and parent.

Because the school spans a wide age range, entry can be relevant at several points (primary, secondary, and sixth form). When places are limited, the policy indicates the campus may not be able to accept all applicants. Families considering a move should start the conversation early, particularly if they are looking at a non standard transition year.

If you are weighing the practicalities of getting to Gloucester Road daily, the FindMySchool Map Search is a useful way to estimate travel time options and compare feasibility across shortlisted schools, especially when family logistics matter as much as philosophy.

Safeguarding language is prominent in the prospectus, including an explicit commitment to child centred practice and safe recruitment checks. The staffing section lists designated safeguarding leadership responsibilities alongside named roles, which is often a useful indicator of how clearly safeguarding is organised within the campus structure.

The most recent ISI progress monitoring inspection (November 2025) concluded that the school met the Standards considered during that inspection.

Pastoral expectations are also tied to the school’s values framework. The prospectus sets out five core values, Integrity, Care and Compassion, Respect, Responsibility, and Commitment, and the admissions policy frames enrolment as a shared accountability between school and family. The implication is a culture where boundaries and expectations are expected to be consistent between home and school, which suits some families very well and feels restrictive to others.

This is not a “clubs first” school in how it presents itself publicly. Instead, the most distinctive named elements are programme based. The Global House System is described as an inclusion and teamwork structure that recognises academic work, effort, sporting achievements, and citizenship. For students, that can provide day to day motivation and a clear sense of belonging, particularly in a smaller school where peer groups can otherwise feel narrow.

For older students, OSGAccelerate functions like a structured co curriculum. It includes defined modules and hours, with assessed submissions such as video recordings, quizzes, written tasks, and reflective evaluation. The practical implication is that “skills for life” is not left to chance, it is taught, practised, and assessed. Students who enjoy goal setting, organisation, and personal development content often do well in this kind of framework. Students who prefer their enrichment to be separate from assessment may find it heavy.

The campus’s move into new facilities is also relevant here. A purpose built site typically increases what is possible for group work, supervised independent study, and technology supported learning zones, which aligns closely with the school’s teaching model.

Current published day fees are £1,613 per term (excluding VAT). Across three terms, that is £4,839 per year before any VAT changes, where applicable. The Independent Schools Council entry also indicates that scholarships and bursaries are not listed for this campus, so families should plan on fees being paid in full unless the school confirms other arrangements directly.

The prospectus lists core hours as Monday to Friday, 08:45 to 15:00.

Wraparound care information is not clearly published in the available sources; families who need breakfast or after school provision should ask directly what is offered, and whether it varies by age. For transport, the campus location on Gloucester Road tends to suit families driving in from surrounding villages as well as those based in Tewkesbury itself, but day to day viability depends on start time, work patterns, and after school commitments.

• Faith aligned admissions priority. The admissions policy gives priority to Plymouth Brethren Christian Church families, and the campus’s Christian ethos is a central feature. Families seeking a plural, broadly secular intake may not find this the right cultural match.

• A specific learning model. The Learning to Learn structure expects students to manage independent study and request targeted support through tutorials. This can suit self organising learners strongly; students who rely on continuous teacher direction may need time, and sometimes additional support, to adapt.

• Sixth form outcomes are harder to benchmark publicly. A level grade distributions are not available in the published dataset, and recorded leavers destinations for 2023/24 show a very small cohort. Families should ask detailed questions about subject availability, guidance, and typical pathways.

• A newer site can still be settling. The move to the new campus in 2024 brings clear facilities advantages, but operational routines and community patterns can take time to mature after relocation.

This campus is best understood as a focused, values led, small school built around self directed learning rather than conventional timetable intensity. GCSE performance sits in the middle band nationally, and the most distinctive strengths are the clarity of its teaching model and the structured personal development strand for older students. Best suited to families who actively want a Christian ethos, who value a smaller setting, and whose child is likely to benefit from coached independence and structured study habits.