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Sir William Borlase's Grammar School[1]

Grammar · Secondary · ages 11–18

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Headline results

Attainment 8
A8 77 76.7 2025/26[2]
A-level average grade
AL B+ B+ 2024/25[3]

Results

GCSE (key stage 4)

Attainment 8
76.7 2025/26[2]
Grade 5+ in English & maths
98% 2025/26[2]
Grade 7+ in English & maths
74.8% 2025/26[2]
Progress 8
+0.56 2023/24[4]
Progress 8, 2025/26
Not calculated[5]
Progress 8, 2024/25
Not calculated[5]
Earlier years
Year Attainment 8 Grade 5+ in English & maths Grade 7+ in English & maths Progress 8
2024/25 72.4[6] 96.7%[6]
2023/24 73.8[4] 97.9%[4] +0.56[4]
2022/23 76.4[7] 100%[7] +0.71[7]
2021/22 77.4[8] 99%[8] +0.55[8]

A level (16–18)

A-level average grade
B+ 2024/25[3]
AAB or better, at least two in facilitating subjects
44.4% 2024/25[3]
All results, 2020/21
Not published (exams cancelled, COVID-19)[9]
All results, 2019/20
Not published (exams cancelled, COVID-19)[9]
Earlier years
Year A-level average grade AAB or better, at least two in facilitating subjects
2023/24 B+[10] 38.5%[10]
2022/23 B+[11] 42.9%[11]
2021/22 A-[12] 51.1%[12]
2018/19 B+[13] 43%[13]

Destinations after GCSEs

Sustained education, apprenticeship or employment
100% 2022/23[14]
School sixth form
99% 2022/23[14]
Sixth-form college
0% 2022/23[14]
Further education college
0% 2022/23[14]
Apprenticeship
0% 2022/23[14]
Employment
0% 2022/23[14]
Earlier leavers
Left in Sustained education, apprenticeship or employment School sixth form Sixth-form college Further education college Apprenticeship Employment
2021/22 98%[15] 88%[15] 1%[15] 2%[15] 0%[15] 1%[15]
2020/21 100%[16] 93%[16] 2%[16] 1%[16] 0%[16] 1%[16]
2019/20 99%[17] 96%[17] 1%[17] 1%[17] 0%[17] 1%[17]
2018/19 99%[18] 94%[18] 2%[18] 0%[18] 1%[18] 1%[18]

Destinations after 16–18 study

Sustained education, apprenticeship or employment
93% 2022/23[19]
Education
78% 2022/23[19]
Apprenticeship
2% 2022/23[19]
Employment
14% 2022/23[19]
Earlier leavers
Left in Sustained education, apprenticeship or employment Education Apprenticeship Employment
2021/22 92%[20] 73%[20] 2%[20] 17%[20]
2020/21 91%[21] 74%[21] 1%[21] 16%[21]
2019/20 94%[22] 83%[22] 2%[22] 8%[22]
2018/19 93%[23] 81%[23] 11%[23]

Higher education after 16–18 study

Progressed to higher education
91% 2021/22[24]
Top third of most selective universities
67% 2021/22[24]
Russell Group universities
61% 2019/20[25]
Oxford or Cambridge
4% 2019/20[25]
Earlier leavers
Left in Progressed to higher education Top third of most selective universities Russell Group universities Oxford or Cambridge
2020/21 93%[26] 67%[26]
2019/20 92%[25] 68%[25] 61%[25] 4%[25]
2018/19 94%[27] 70%[27] 63%[27] 7%[27]
2017/18 90%[28] 64%[28] 59%[28] 5%[28]

Shares of the pupils who left in the year shown. Russell Group and Oxford or Cambridge figures were published for leavers up to 2019/20 only.

Ofsted

Latest inspection
1 May 2024[29]
Type
S5 Inspection[29]
Report published
9 Jun 2024[29]
Personal development
Outstanding[29]
Quality of education
Outstanding[29]
Overall effectiveness
Outstanding[29]
Behaviour and attitudes
Outstanding[29]
Safeguarding is effective
Yes[29]
Sixth form provision (where applicable)
Outstanding[29]
Effectiveness of leadership and management
Outstanding[29]

Competition to get in

Applications and offers, Year 7

Applications per place
4.9 Entry Sept 2026[30]
Applications (any preference)
714 Entry Sept 2026[30]
First preferences
257 Entry Sept 2026[30]
Places offered
146 Entry Sept 2026[30]
First preferences per place
1.8 Entry Sept 2026[30]
Earlier years
Entry Applications First preferences Places offered Per place First preferences per place
Entry Sept 2025 620[30] 220[30] 147[30] 4.2[30] 1.5[30]
Entry Sept 2024 657[30] 220[30] 147[30] 4.5[30] 1.5[30]
Entry Sept 2023 595[30] 213[30] 150[30] 4.0[30] 1.4[30]
Entry Sept 2022 649[30] 240[30] 150[30] 4.3[30] 1.6[30]

Priority areas

Priority Admission Area
A mapped area · Up to 15 places, allocated by random lottery Entry Sept 2027[31]

Admissions

Entrance test
two tests, each of approximately 60 minutes duration, composed of elements of verbal, numerical and non-verbal ability Entry Sept 2027[31]

Character & practicalities

Type
Academy converter[1]
Ages
11–18[1]
Boys / girls
Mixed[1]
Admissions
Selective[1]
Sixth form
Yes[1]
Boarding
No boarders[1]
Capacity
1085[1]
Trust
MARLOW EDUCATION TRUST[1]
Local authority
Buckinghamshire[1]
Website
www.swbgs.com[1]
District
Buckinghamshire[32]
Postcode
SL7 2BR[1]
URN
136781[1]

School details as recorded in Get Information About Schools on 14 Oct 2026.

Pupils

Number on roll
1205 2024/25[33]
English as an additional language
11.4% 2024/25[33]
SEN support
5.5% 2024/25[33]
EHC plan
0.5% 2024/25[33]
Free school meals in the last 6 years
3.1% 2024/25[33]

Pupils' ethnicity 2025/26

White
75.1%[34]
Mixed
11.3%[34]
Asian
11.6%[34]
Black
0.4%[34]
Any other ethnic group
0.7%[34]
Unclassified
0.9%[34]

The school census's major ethnic groups as shares of the school's pupils, summed by us from the published counts. For information only: never used to rank, filter or colour schools.

In the inspectors' and the school's words

Academic
Thanks to consistently high-quality teaching, pupils achieve exceptionally well[35]
Warmth
The school's ethos is positive and joyful. Pupils and staff nurture warm and kind relationships, based on mutual respect.[35]
Pastoral care
There is strong pastoral support available to pupils, should they need it.[35]
Behaviour
The school is a vibrant and generous community, where pupils display excellent behaviour and manners.[35]
Learning support
For pupils with SEND, staff identify their needs swiftly Teachers target adaptations and ensure that these pupils learn successfully and happily alongside their peers.[35]
Enrichment
The impressive extra-curricular programme also allows pupils to enrich their learning outside the classroom[35]
Pupil voice
Many of these activities come from 'pupil voice' activities and are led by sixth-form students. Pupils know that their opinions matter, and they feel listened to.[35]
Independence
Pupils relish the feelings of confidence and independence this brings. They are strikingly eloquent and reflective about their learning.[35]
Collaboration
They are very respectful and highly supportive of each other, regardless of any differences.[35]
Structure
Parents, staff and pupils appreciate the school's traditions, ethos and inclusivity. The school values highly its 'Borlasian traditions' but also understands the importance of providing a modern and relevant education.[35]
Diversity
'It is a school where you can be who you want to be.'[35]

Sources

  1. Department for Education: Get Information About Schools: all establishments. Period 2026-10-14, published 2026-10-14. Publication page. Data file. Licence: OGL-3.0.
  2. Department for Education: Performance tables schools data (explore education statistics). Period 2025/26, provisional, published 2026-10-15. Publication page. Data file. Licence: OGL-3.0.
  3. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  4. Department for Education: Compare School Performance download: KS4 final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
  5. Department for Education: Key stage 4 performance 2024/25: data guidance. Period 2024/25. Archived copy; original. Licence: OGL-3.0.
    Quote
    It is not possible to calculate Progress 8 for academic years 2024/25 and 2025/26 due to gaps in the baseline caused by COVID-19 disruption.
  6. Department for Education: Compare School Performance download: KS4 final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  7. Department for Education: Compare School Performance download: KS4 final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
  8. Department for Education: Compare School Performance download: KS4 final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  9. Department for Education: A level and other 16 to 18 results 2020/21. Period 2020/21. Archived copy; original. Licence: OGL-3.0.
    Quote
    Due to the impact of the COVID-19 pandemic, the summer exam series was cancelled in both 2020 and 2021, and alternative processes were set up to award grades.
  10. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
  11. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
  12. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  13. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
  14. Department for Education: Compare School Performance download: KS4 destinations. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
  15. Department for Education: Compare School Performance download: KS4 destinations. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  16. Department for Education: Compare School Performance download: KS4 destinations. Period 2020/21, final. Publication page. Data file. Licence: OGL-3.0.
  17. Department for Education: Compare School Performance download: KS4 destinations. Period 2019/20, final. Publication page. Data file. Licence: OGL-3.0.
  18. Department for Education: Compare School Performance download: KS4 destinations. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
  19. Department for Education: Compare School Performance download: 16-18 destinations. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
  20. Department for Education: Compare School Performance download: 16-18 destinations. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  21. Department for Education: Compare School Performance download: 16-18 destinations. Period 2020/21, final. Publication page. Data file. Licence: OGL-3.0.
  22. Department for Education: Compare School Performance download: 16-18 destinations. Period 2019/20, final. Publication page. Data file. Licence: OGL-3.0.
  23. Department for Education: Compare School Performance download: 16-18 destinations. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
  24. Department for Education: Compare School Performance download: 16-18 progression to higher education. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  25. Department for Education: Compare School Performance download: 16-18 progression to higher education. Period 2019/20, final. Publication page. Data file. Licence: OGL-3.0.
  26. Department for Education: Compare School Performance download: 16-18 progression to higher education. Period 2020/21, final. Publication page. Data file. Licence: OGL-3.0.
  27. Department for Education: Compare School Performance download: 16-18 progression to higher education. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
  28. Department for Education: Compare School Performance download: 16-18 progression to higher education. Period 2017/18, final. Publication page. Data file. Licence: OGL-3.0.
  29. Ofsted: State-funded schools inspections and outcomes. Period 2023/24. Publication page. Data file. Licence: OGL-3.0.
  30. Department for Education: Primary and secondary school applications and offers: school level. Period Entry Sept 2026, final, published 2026-06-29. Publication page. Data file. Licence: OGL-3.0.
  31. swbgs.com: swbgs.com document (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (4)
    Catchment=Priority Admission Area | School=Sir William Borlase's Grammar School
    Up to a maximum of 15 places for children who live in the schoolʼs Priority Admissions area on 1 September 2026 (p. 4)
    all 15 places will be allocated by random lottery in front of an independent witness in order to ensure that all children living within the Priority Admission Area have an equal chance of achieving a place. (p. 4)
    Two tests, each of approximately 60 minutes duration, will be taken in the September of the year prior to proposed admission. The tests are composed of elements of verbal, numerical and non-verbal ability. (p. 1)
  32. Office for National Statistics: Parish to Ward to Local Authority District (May 2026) Lookup in EW. Period 2026-05-01. Publication page. Data file. Licence: OGL-3.0.
  33. Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  34. Department for Education: Schools, pupils and their characteristics: school level underlying data. Period 2025/26, published 2026-06-04. Publication page. Data file. Licence: OGL-3.0.
  35. files.ofsted.gov.uk: files.ofsted.gov.uk document. Period 2026-10-14. Licence: OGL-3.0.
    Quotes (14)
    The school's ethos is positive and joyful. Pupils and staff nurture warm and kind relationships, based on mutual respect (p. 3)
    Thanks to consistently high-quality teaching, pupils achieve exceptionally well (p. 2)
    There is strong pastoral support available to pupils, should they need it (p. 3)
    The school is a vibrant and generous community, where pupils display excellent behaviour and manners (p. 2)
    'It is a school where you can be who you want to be.' (p. 2)
    Parents, staff and pupils appreciate the school's traditions, ethos and inclusivity (p. 2)
    The school values highly its 'Borlasian traditions' but also understands the importance of providing a modern and relevant education (p. 3)
    The impressive extra-curricular programme also allows pupils to enrich their learning outside the classroom (p. 2)
    Many of these activities come from 'pupil voice' activities and are led by sixth-form students (p. 3)
    Pupils know that their opinions matter, and they feel listened to (p. 3)
    Pupils relish the feelings of confidence and independence this brings. They are strikingly eloquent and reflective about their learning (p. 2)
    They are very respectful and highly supportive of each other, regardless of any differences (p. 2)
    For pupils with SEND, staff identify their needs swiftly (p. 2)
    Teachers target adaptations and ensure that these pupils learn successfully and happily alongside their peers (p. 3)