The Windsor Boys' School Review 2026: 13-plus entry, strong sixth form pathways, and a distinctive rowing culture

A state-funded boys’ school that starts at 13 (Year 9) is already unusual; pairing that with a long-established house tradition and a high-profile rowing programme makes it even more distinctive. The school traces its origins to 1908, with the move to its current Maidenhead Road site recorded in 1939. Later milestones include a major “New Building” opened in 1994, and a floodlit all-weather playing surface added in 1995.

Leadership is headed by Mr Sean Furness, named as headteacher on the school’s staff listings and local directory information. The latest Ofsted inspection (10 and 11 May 2023) concluded that the school continues to be Good.

For parents, the big picture is this: a comprehensive intake at 13, clear behavioural expectations, and a sixth form that combines academic ambition with structured guidance on next steps, from university to apprenticeships and employment.

The school leans into heritage without making it feel like a museum piece. Its own history timeline is unusually detailed, and it helps explain why tradition still matters here. The school records its formation in 1908 at Trinity Place, the early headship era, and the gradual shape of an “upper school” identity that now begins in Year 9.

The house system is central to daily life and is presented as more than a competitive structure. Houses include names rooted in remembrance, with several commemorating former pupils who died in the world wars, and Ford House, for example, linked to Flight Sergeant Ronald John Norman Ford (killed in action in January 1944). This is the kind of tradition that tends to create belonging quickly, which matters in a school where many pupils arrive through transfer at 13 rather than at 11.

Behaviour and routines are framed in explicit, repeatable language. The school’s May 2023 inspection report records a clear behaviour mantra, and also describes calm lesson starts supported by “do now” activities, aligned to a consistent approach to classroom routines. Sixth-form students are positioned as visible role models for younger pupils, which helps the overall tone feel cohesive rather than fragmented by age.

Culture also shows itself through the “extras” that are treated as normal rather than optional. Orchestra, jazz, law and debating are referenced within the school’s official inspection narrative, and the school’s own club listings reinforce that these are embedded parts of life rather than occasional add-ons.

This is a secondary and post-16 school, so the relevant performance picture is GCSE outcomes (where available through the school’s performance measures) and A-level outcomes in the sixth form.

GCSE outcomes (headline measures)

On the most recent Attainment 8 measure in the provided data, the score is 47.5. Progress 8 is +0.14, which indicates students make above-average progress from their starting points. The school’s average EBacc APS is 4.28, above the England average of 4.08.

Rankings in this review use FindMySchool proprietary rankings based on official data. Ranked 1,711th in England and 3rd in Windsor for GCSE outcomes, this sits in line with the middle 35% of schools in England (25th to 60th percentile).

A-level outcomes (sixth form)

At A-level, 49.42% of grades are A*–B in the most recent dataset, above the England average of 47.2%. A*/A combined is 20.47%, compared with an England average of 23.6%.

Rankings in this review use FindMySchool proprietary rankings based on official data. Ranked 1,252nd in England and 2nd in Windsor for A-level outcomes, the sixth form also sits in line with the middle 35% of sixth forms in England (25th to 60th percentile).

The overall picture is of solid outcomes with some clear areas of strength, especially where academic guidance, consistent routines, and post-16 support are strongest. The school’s own inspection narrative also reinforces that sixth-form outcomes are viewed as very strong, with a “three quarters” progression line that signals a high expectation of continuing study.

Curriculum organisation is explicit. The school publishes a two-week timetable structure with five 60-minute periods per day, and the published day model makes it easy for families to understand how lessons, registration, breaks and lunch fit together. That clarity tends to correlate with consistent routines for pupils, which matters in a school with a 13-plus entry point where “settling quickly” is not optional.

Classroom practice is described in concrete terms rather than slogans. Lesson starts are supported by “do now” activities designed to revisit knowledge and get pupils working promptly, and assessment is described as regular and used to identify gaps as well as inform curriculum improvement. For parents, the implication is predictable: pupils who respond well to structured starts and frequent checking will usually find this reassuring rather than pressurising.

There are, however, some important nuances. External evaluation notes that in a small number of subjects, curriculum sequencing and subject-specific clarity are not as consistent as elsewhere, with too much reliance on general teaching strategies. It also points to a reading strategy that is developing, and a need to strengthen the way reading is promoted across the school, alongside more systematic cross-curricular connections. In practice, that usually shows up as unevenness between departments: many pupils will experience very coherent teaching day-to-day, but the experience may vary by subject area.

For high prior attainers, the school’s published narrative references masterclasses, competitions and additional university visits as part of its stretch offer, alongside a careers programme built around interviews, talks, visits and work experience. That combination often matters more than headline results for sixth-form families, because it directly supports competitive courses and the confidence to apply.

Sixth form destinations, what the numbers say

The school publishes a qualitative destinations list for Year 13, which helps demonstrate breadth of courses and institutions, but does not present a single consolidated percentage breakdown on that page. The list includes destinations such as Imperial College London, Durham University, University of Bath, University of Bristol (including Medicine), University of Manchester, University of Nottingham and others across a wide academic spread.

Where the statistical picture is required, the most recent available destinations cohort in the provided data (2023/2024) shows: 61% progressing to university, 21% entering employment, and 3% starting apprenticeships. This mix suggests the school is not running a single-track “university only” sixth form; it supports multiple routes, and families should expect guidance that treats employment and apprenticeships as legitimate outcomes rather than fallback options.

Oxbridge and high-tariff ambition

On the most recent Oxbridge measures provided, there were 4 applications, 1 offer, and 1 acceptance, which sits within the reality of Oxbridge entry where small numbers shift year-to-year. The Cambridge pathway is the one evidenced here (1 Cambridge acceptance).

This kind of pipeline is also supported culturally. The school has run Oxbridge outreach content led by an ex-Head Boy who went on to study Law at Downing College, Cambridge, which signals that aspiration is discussed openly rather than treated as something “for other schools”.

The practical implication is straightforward: students who want a sixth form that keeps Oxbridge and other highly selective options in view, while still supporting a broad range of destinations, are likely to find the framing credible.

Year 9 entry, the defining feature

The main entry point is Year 9. For September 2026, the published admission number is 260. Admissions are coordinated through the local authority scheme for residents of the Royal Borough of Windsor and Maidenhead, with applicants outside the borough applying through their home local authority.

The school’s admissions information sets out a designated appropriate area (Windsor, Old Windsor and Eton) and then runs through oversubscription criteria, including looked-after and previously looked-after children, exceptional medical or social reasons, and then a sequence that prioritises those in the designated area (with and without siblings), feeder middle school attendance, and single-sex preference where the alternative is co-educational. Tie-break allocation uses straight-line distance measured through the local authority GIS system.

For families planning September 2026 entry through the borough process, published local authority admissions guidance indicates an applications opening date of 9 September 2025 and an on-time deadline of 31 October 2025, with National Offer Day on 2 March 2026. (As ever, confirm any updates on the local authority admissions pages in case dates shift.)

If you are weighing the 13-plus transfer route, FindMySchool’s Map Search is useful for sanity-checking your practical travel options and how your home location relates to the designated area concept used locally.

Sixth form entry (Years 12 and 13)

Sixth form applications are handled directly via the school’s sixth form admissions process, and the published timeline is unusually specific. The school promotes open evenings in November (with separate dates depending on which site hosts the course), and states an application form deadline of 16 January 2026. It also describes one-to-one meetings with senior staff starting from 9 February 2026 as part of the application and course guidance process.

For external applicants, the published expectation is that students can be on site by 8:35am and remain until at least 3:05pm daily, which is a practical constraint worth testing against transport and family logistics before applying.

Pastoral support is presented as structured rather than informal. Health and wellbeing content is embedded through assemblies, tutorials and a personal development programme, and pupils are expected to know which adults to approach if they are worried about something.

Safeguarding culture is described as thorough, with staff training and clear reporting routes, and the wider pastoral system is built so pupils have an identified adult contact. In practice, schools that do this well tend to be the ones where pupils can name “who to go to” without hesitation.

Bullying is framed as uncommon and addressed quickly, and behaviour expectations are positioned as a shared language rather than a set of hidden rules. This will suit families who want clear boundaries and predictable consequences.

This is where the school’s identity becomes most distinctive, because it combines breadth with one genuinely unusual pillar for a state school.

Rowing: a defining commitment

Rowing is explicitly presented as the flagship sport, with every boy given the opportunity to row. The structure is laid out clearly: Year 9 begins with a capsize drill and swim test, followed by sculling on the River Thames through Years 9 and 10. Winter training includes gym sessions from 7am, with early-morning river sessions described for the summer months.

That is an intensity level that changes the rhythm of school life for participating pupils and families. The upside is obvious: sustained training, a performance culture, and the kind of physical discipline that transfers into academics for many pupils. The trade-off is time, tiredness and logistics, especially when early starts meet long travel times.

Music, debating, and academic societies

The co-curricular list is unusually specific, which is a good sign. Weekly clubs include Big Band, Jazz Ensemble, Law, Debating, Life Drawing, Music Technology Club, Orchestra and Physics Society. The Physics Society is described as student-run, with open lectures by visiting professors, a strong marker of pupil leadership and intellectual confidence.

Chess club is also pinned down with practical detail: it runs Tuesdays and Thursdays from 3:05pm to 4:00pm in the Library. That level of specificity matters because it signals routine participation rather than “clubs when we can”.

Cadets and wider character programmes

The cadet programme (Royal County of Berkshire Army Cadet Force) is described as offering first aid training leading to a nationally recognised award, Duke of Edinburgh’s Award participation, and a BTEC Certificate in Public Services, alongside adventurous training and leadership development. For pupils who respond well to clear progression, uniformed youth structures, and practical skills, this can be a strong fit.

The school publishes a clear day structure. The school day starts at 8:35am and finishes at 3:05pm, with lessons beginning at 9:05am, a short break at 11:05am, and lunch at 1:35pm. After-school time is used for clubs and sports.

The site is described as having car parking in its community lettings information, which can matter for parents managing drop-off, evening events, or Saturday fixtures. Transport specifics vary by where families live across Windsor, Old Windsor and surrounding areas, so it is worth testing the full “door to door” journey against an 8:35am start if you are considering sixth form or early-morning rowing training.

• A 13-plus start changes the transition experience. Year 9 entry can be an excellent reset for boys who are ready for a more mature secondary environment, but it also means leaving peers behind at 13, which does not suit everyone. The year-of-entry size is large (260 for September 2026), so friendship breadth is there, but the social shift is real.

• Boys only through to Year 13. Single-sex settings can suit boys who prefer a focused environment; others do better socially and academically in mixed cohorts. This is a values and fit question more than a quality question.

• Rowing can be a major time commitment. With Year 9 river training, a swim test entry point, and 7am winter gym sessions, families should assume it is closer to a performance pathway than a casual club for those who commit.

• Consistency is strong overall, but not identical across subjects. External evaluation highlights that a small number of subjects need tighter curriculum sequencing, and reading culture is still being strengthened across the school. Families with boys who need consistent literacy reinforcement across departments may want to explore how the reading strategy is implemented day-to-day.

The Windsor Boys’ School is a high-character, clearly structured upper school with a distinctive combination: a 13-plus entry model, a solid academic profile, and a co-curricular offer that includes serious rowing alongside music and academic societies. Best suited to families who actively want the Year 9 transfer route, value clear routines and expectations, and have a boy who will engage with opportunities beyond timetabled lessons, whether that is Big Band, Physics Society lectures, cadets, or early-morning training on the Thames.