Edge Grove School Review 2026: A co-educational prep that keeps options open to 13+

In 2024, 75% of pupils met the expected standard in reading, writing and mathematics combined, above the England average of 62%.

This is an independent prep and it is not ranked in the FindMySchool primary league table results for this school record, so there is no FindMySchool England rank or local rank to use for benchmarking against nearby primaries.

A practical way to use the data: if you are comparing local options across both state and independent settings, use the FindMySchool Local Hub Comparison Tool to view the same measures side-by-side and keep the comparisons to England baselines rather than anecdotes.

The school’s approach is built around earlier access to specialist teaching and facilities than many primaries can manage. In the Junior Department, the published “typical day” describes a blend of formal learning, child-initiated activity, and specialist teaching that includes performing arts, physical education, modern foreign languages (French and Spanish), and Forest School. The implication is clear: children who learn best through variety and movement tend to do well when the timetable is deliberately mixed rather than dominated by desk-based blocks.

By the time pupils reach the Senior Department (Years 6 to 8), the school describes a senior-school model with subject specialist teaching across the curriculum from Year 6, and an emphasis on technology embedded across learning rather than restricted to a single computing slot.

Facilities support this approach in a fairly concrete way. The Design and Technology workshop is described as having 3D printers and machinery, with teaching from Year 3 that includes woodwork, metalwork, computer-aided design, electronics and mathematical modelling. Science provision includes two labs, with pupils taught from Year 5 by a secondary-trained Head of Science and an explicit focus on hands-on experiments. That combination tends to suit pupils who need “doing” as well as “knowing” to stay engaged.

Support for additional needs is also spelled out more clearly than many schools manage on public pages. The Learning Support Department is described as covering both Special Educational Needs and Disabilities and English as an Additional Language, with named roles across SENDCo, learning support teaching, EAL and assistants. For parents, the key implication is that support is framed as a structured department rather than informal, and it is worth asking how timetables, screening and referral work at the point you enquire.

As a prep to Year 8, the senior school destination pathway is central. The school publishes a list of Year 6 and Year 8 leavers’ destinations for 2025, and it is varied across independent day schools, boarding schools, local grammar schools and selective state options. Named destinations include Aldenham, Haberdashers’ Boys, Haberdashers’ Girls, Merchant Taylors’, Mill Hill, North London Collegiate, Queenswood, St Albans Boys School, St Albans High School, Watford Boys Grammar and Watford Girls Grammar, among others.

Scholarship reporting is also unusually specific for a prep. The same page lists scholarship outcomes by destination and type for 2025, and also notes that two pupils achieved Common Entrance success for Harrow School that year. This matters because it indicates the school is supporting both “local selective day” routes and “highly selective 13+” routes, which often require different preparation styles.

For older pupils who stay through Year 8, the Edge Grove Diploma is positioned as a three-year programme for senior department pupils, structured across divisions that include academic curiosity, charitable giving, global understanding, presentation and oracy, service to the school, and teamwork and collaboration. It is explicitly framed as pupil-led, with credits linked to effort grades, which gives parents a useful lens: this is not only about exam readiness, it is about building habits and confidence in public speaking and leadership.

Admissions are direct to the school rather than coordinated through a local authority process. Nursery and Reception are described as the most popular entry points, with other year groups possible if places exist.

Open mornings are a key part of the admissions journey. The school states it runs three open mornings a year on the Friday before the October, February and May half-term breaks, and it publishes a specific open day date in this cycle: Friday 13 February 2026 (9.00am to 12.00pm). Booking is required.

Assessment timing is described in “typical pattern” language rather than fixed annual deadlines. The admissions journey page indicates that, in the year preceding admission, 4+ assessments are usually held in late September or October, and 3+ in the Spring term. Offers are described as being made within 48 hours of a successful assessment or taster day, subject to availability and (where relevant) a reference from the current school.

A practical tip: if you are looking at competitive 11+ and 13+ destination schools, treat the prep admissions decision as only the first checkpoint. Ask early how the school supports senior school pre-tests, interview practice and scholarship planning across Years 5 to 8, and how that support differs for different destination profiles. The school’s published destination lists suggest it is used to handling a wide spread of pathways.

Pastoral systems look layered rather than reliant on a single form teacher model. The school publishes a School Therapist page describing art and play therapy interventions delivered by Claire Pearson, an Art and Play Therapist with a prior background in learning support and pastoral roles.

Medical provision is also clearly described: the Medical Centre is staffed by qualified nurses on duty all day from 8.00am to 5.00pm during term time. That level of clarity is helpful for families managing allergies, ongoing medical needs, or simply wanting assurance that first response is professional and on-site.

Parent-facing wellbeing support includes the use of Tooled Up Education resources, positioned as research-led content to support wellbeing for pupils and parents. The school also references partnership working with local Hertfordshire services (Families First, DSPL teams, and emotional wellbeing support structures) for families needing additional help, which is a practical indicator of how escalation and signposting may work when challenges arise.

Behaviour expectations are framed in values language: good manners and consideration for others are described as non-negotiable, and reflection after mistakes is emphasised.

This is where Edge Grove is easiest to picture, because it publishes specifics rather than generic “lots of clubs” language.

Co-curricular clubs listed as currently on offer include Chamber Choir, Orchestra, Rock Band, Music Tech, LAMDA, Lego Robotics, IT Coding, Debating, Journalism, Forest School, Triathlon, Fencing, Cookery, and War Hammer. The implication is breadth across performance, STEM, sport and niche hobbies, which tends to suit children who commit deeply when they find “their thing” rather than only engaging with the obvious mainstream clubs.

Facilities back this up. Sports provision is described with concrete numbers: five cricket pitches, six football pitches plus four mini pitches, six rugby pitches plus four mini pitches, five cricket nets, and an Astro area with netball and tennis courts used for hockey, futsal, softball cricket, European handball and other activities. The sports hall supports indoor sport and gymnastics.

Swimming is a curricular feature rather than an occasional add-on. Pupils from Year 1 upwards have weekly swimming lessons in the Summer term in an outdoor heated pool, with additional sessions for squad swimmers and a House Swimming Gala as a calendar highlight.

Outdoor learning is also described in practical terms rather than slogans, with activities including campfires and cooking, tree climbing, use of simple tools, making swings, whittling, planting, and mindfulness activities.

Fees are published per term, inclusive of VAT, for 2025-26 (from 1 September 2025). At the time of writing, Reception is £6,310 per term, Years 1 to 2 are £6,340 per term, Year 3 is £7,150 per term, Year 4 is £7,279 per term, Year 5 is £8,394 per term, and Years 6 to 8 are £8,446 per term. A registration fee of £120 is also published.

Fee inclusions are clearly stated: tuition, school-organised day trips, in-school visits, lunches and textbooks are included, while items such as some clubs and certain extras are listed as supplementary. For Nursery fee details, use the school’s official fee schedule, as early years pricing is structured differently and is not presented in the same way as main school fees.

Bursaries are available on a means-tested basis, with the school’s bursary policy stating that bursaries are generally awarded from Year 3 upwards, are reviewed annually, and are assessed via a third-party bursary administration service with governor oversight. Scholarships are also part of the picture. The school publishes an 11+ scholarship pathway for pupils moving from Year 6 into Year 7 at Edge Grove for September 2026, with categories including academic, sport, performing arts and creative arts, plus all-rounder awards.

The published Junior Department day pattern states that children can arrive from 8.00am, or from 7.30am if attending breakfast club, and the school day finishes at 3.30pm. After school care is available until 6.00pm. The admissions “why choose” page adds a useful age split: after-school provision is described as running until 6.00pm for Nursery to Year 2, and until 5.30pm for Year 3 to Year 8.

Transport is addressed in two layers. The school publishes that it offers a morning school transport service, with routes reviewed based on demand. For public transport, it notes Radlett Station as the rail option with a short onward journey, identifies Stanmore as the nearest Underground station, and highlights that the 602 bus service (Watford to Hatfield via St Albans) stops close to the school.

• Year 7 and 8 gender balance. The school itself notes that Years 7 and 8 can be more male, influenced by destination school admissions patterns. This is worth weighing if you have a daughter considering staying through to Year 8.

• Plan early for key entry points. The admissions pattern indicates 4+ assessments tend to sit in late September or October in the year before entry, and 3+ in the Spring term. Families aiming for September starts should engage well ahead of those windows.

• Extras can add up. Core fees include lunches and many trips, but the published fee schedule also lists supplementary charges and optional extras. Ask for a realistic “total cost” view for your child’s likely mix of clubs, music and wraparound.

• Values need consistent follow-through. The latest inspection material recommends ensuring that recently developed pupil values are implemented consistently across the school, a reminder that culture initiatives only work when they are reinforced day-to-day.

Edge Grove suits families who want a co-educational prep with a long runway to 13+, strong facilities, and a genuinely mixed set of senior school outcomes rather than a single conveyor belt. It is particularly well-matched to children who gain confidence through doing, whether that is Forest School, design and technology, performance, or sport, alongside a structured academic core.

The main caveat is planning: entry points and senior school pathways reward families who engage early, and the Year 7 and 8 gender balance is worth discussing candidly if you are deciding whether to stay through to the end of Year 8.