St George's College Weybridge[1]

Independent · ages 11–19

Headline results

A-level average grade: AL B+ B+ 2024/25[2]

Results

GCSE (key stage 4)

Attainment 8: 19.7 2025/26[3]
Grade 5+ in English & maths: 0% 2025/26[3]
Grade 7+ in English & maths: 0% 2025/26[3]
Progress 8, 2025/26: Not calculated[4]
Progress 8, 2024/25: Not calculated[4]

IGCSEs don't count towards Attainment 8, so it understates many independent schools.

Earlier years
Year	Attainment 8	Grade 5+ in English & maths
2024/25	21.5[5]	0%[5]
2023/24	21.1[6]	0%[6]
2022/23	19.3[7]	0%[7]
2021/22	20[8]	0%[8]

A level (16–18)

A-level average grade: B+ 2024/25[2]
AAB or better, at least two in facilitating subjects: 33.6% 2024/25[2]
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	A-[10]	43.9%[10]
2022/23	A-[11]	40%[11]
2021/22	A-[12]	50.4%[12]
2018/19	B+[13]	47.2%[13]

Destinations after 16–18 study

Sustained education, apprenticeship or employment: 86.5% 2023/24[14]
UK higher education: 81.2% 2023/24[14]
Education: 82% 2023/24[14]
Apprenticeship: 0% 2023/24[14]
Employment: 4.5% 2023/24[14]

Earlier leavers
Left in	Sustained education, apprenticeship or employment	UK higher education	Education	Apprenticeship	Employment
2022/23	94.7%[14]	82.4%[14]	87%[14]	0%[14]	7.6%[14]
2021/22	94.9%[14]	80.4%[14]	82.6%[14]	0%[14]	12.3%[14]

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.

For independent schools the DfE publishes destinations after 16–18 study only: no destinations after GCSEs and no university progression figures (top third, Russell Group, Oxbridge).

Ofsted

Inspected by: Independent Schools Inspectorate (ISI)[15]

ISI inspection

Inspection: March 2024[16]
Framework: Framework from September 2023[16]
Leadership and governance: Standards met[16]
Quality of education: Standards met[16]
Health and wellbeing: Standards met[16]
Social and economic education: Standards met[16]
Safeguarding: Standards met[16]

Quality of education

ISI recommended: The school should ensure academic leaders engage with teaching initiatives to improve pupil engagement and progress.

Health and wellbeing

ISI recommended: The school should improve how staff monitor pupil behaviour during non-lesson times.

Previous ISI inspections: 2019, 2017, 2011 (2019 report, 2017 report, 2011 report).

ISI's page for this school

Findings of the Independent Schools Inspectorate (ISI), restated in our own words: not ISI's wording. Read the full report on ISI's website.

Competition to get in

Admissions

Places (published admission number), 11+ entry: 120 2026-10-14[17]
Entrance test, 11+ entry: 11+, 11+ Pre-Test*, or GCSEs 2026-10-14[18]
Sibling priority: The presence of a sibling already at the College or other family connections 2026-10-14[18]

Character & practicalities

Fees

No fees published on the school's website that we could verify.

Type: Other independent school[1]
Ages: 11–19[1]
Boys / girls: Mixed[1]
Faith: Roman Catholic[1]
Admissions: Selective[1]
Sixth form: Yes[1]
Boarding: No boarders[1]
Capacity: 1090[1]
Local authority: Surrey[1]
Website: www.stgeorgesweybridge.com [1]
Nursery classes: No Nursery Classes[15]
Special classes: No Special Classes[15]
Section 41 (can be named in an EHC plan): Not approved[15]
District: Runnymede [19]
Postcode: KT15 2QS[1]
URN: 125361[1]

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

Pupils

Number on roll: 1023 2024/25[20]
SEN support: 22.9% 2024/25[20]
EHC plan: 0.1% 2024/25[20]
Free school meals in the last 6 years: 0% 2024/25[20]

Practicalities

English as an additional language: 99 Entry Sept 2024[21]
SEND provision: 242 Entry Sept 2024[21]

In the inspectors' and the school's words

Academic: Pupils achieve well in examinations at GCSE and A level, many above expectations from their starting points.[21]
Warmth: As a result, the school is a harmonious community and pupils are thoughtful and considerate of each other. In the school houses, family groups provide a sense of belonging across ages and activities.[21]
Pastoral care: Tutors know their pupils well. They provide the space in tutor times for informal talk, fostering a sense of connection. ‘Perfectly Balanced,’ a whole-school initiative to provide pupils with the opportunity to discuss individually their time management and co-curricular activities[21]
Behaviour: Overall pupils behave well in lessons and in and around the school. However, some pockets of misbehaviour in non-lesson time have gone unchecked.[21]
Learning support: The team responsible for pupils who have SEND works closely with teachers, planning individual or small group teaching As a result, there is very little difference in the achievement of different groups.[21]
Enrichment: Pupils choose from a wide offer in sports, the arts, music groups, literary clubs, technology, subject enrichment clubs and societies.[21]
Pupil voice: EDI groups, led by pupils, take meaningful steps towards increasing cultural awareness Sixth-form pupils have high levels of engagement in the Kennedy Club, where pupils host refugees in school for a social evening each week[21]
Collaboration: Pupils learn new skills and develop resilience and interpersonal skills through participating and supporting each other in team games.[21]
Structure: The behaviour policy sets out clear sanctions and rewards. Leaders set clear expectations and high standards for staff and pupils.[21]
Diversity: Pupils are eager to be inclusive and accepting. They support zero tolerance for discriminatory language.[21]
Sport: Many play sport to a high level, winning competitions and representing the school locally, nationally and internationally. The school provides an extensive sports and co-curricular programme for pupils.[21]
Performing arts: Pupils achieve well in these areas of the curriculum and often pursue related co-curricular choices through taking part in musical events or drama performances.[21]

Sources

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.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
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.
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.
Department for Education: Compare School Performance download: KS4 final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
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.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: 16-18 destination measures: 16-19 study leavers institution level destinations. Period 2023/24. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Get Information About Schools: all establishments (independent schools' inspectorate and provision). Period 2026-10-17, published 2026-10-17. Publication page. Data file. Licence: OGL-3.0.
Independent Schools Inspectorate: School inspection report, St George's College Weybridge, March 2024. Period 2026-10-17. Licence: all-rights-reserved (restated only, D71).
goodschoolsguide.co.uk: goodschoolsguide.co.uk — St george s college weybridge. Period 2026-10-14. Licence: copyright-quoted.
Quote
Main entry point is 11+, when 120 students join - around 30 per cent from state primaries, 30 per cent from preps and 40 per cent from the junior school. (p. 1)
st-georges-school.s3.eu-west-2.amazonaws.com: st-georges-school.s3.eu-west-2.amazonaws.com — Admissions Policy SGC 2026 2a5a3295c7 (PDF). Period 2026-10-14. Licence: copyright-quoted.
Quotes (2)
2. Performance in the appropriate entrance examinations (11+, 11+ Pre-Test*, or GCSEs) (p. 2)
5. The presence of a sibling already at the College or other family connections** (p. 2)
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.
Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
st-georges-school.s3.eu-west-2.amazonaws.com: st-georges-school.s3.eu-west-2.amazonaws.com — St George s College Weybridge ISI Report April 2024 5f09d28301 (PDF). Period 2026-10-14. Licence: copyright-quoted.
Quotes (20)
English is an additional language for 99 pupils. (p. 16)
The school has identified 242 pupils as having special educational needs and/or disabilities (SEND). A very small proportion of pupils in the school has an education, health and care (EHC) plan. (p. 16)
Many play sport to a high level, winning competitions and representing the school locally, nationally and internationally (p. 9)
The school provides an extensive sports and co-curricular programme for pupils (p. 4)
As a result, the school is a harmonious community and pupils are thoughtful and considerate of each other (p. 10)
In the school houses, family groups provide a sense of belonging across ages and activities (p. 10)
Pupils achieve well in examinations at GCSE and A level, many above expectations from their starting points (p. 3)
Tutors know their pupils well. They provide the space in tutor times for informal talk, fostering a sense of connection (p. 10)
'Perfectly Balanced,' a whole-school initiative to provide pupils with the opportunity to discuss individually their time management and co-curricular activities (p. 10)
Overall pupils behave well in lessons and in and around the school. However, some pockets of misbehaviour in non-lesson time have gone unchecked (p. 3)
Pupils are eager to be inclusive and accepting. They support zero tolerance for discriminatory language (p. 12)
The behaviour policy sets out clear sanctions and rewards (p. 11)
Leaders set clear expectations and high standards for staff and pupils (p. 6)
Pupils choose from a wide offer in sports, the arts, music groups, literary clubs, technology, subject enrichment clubs and societies (p. 9)
EDI groups, led by pupils, take meaningful steps towards increasing cultural awareness (p. 12)
Sixth-form pupils have high levels of engagement in the Kennedy Club, where pupils host refugees in school for a social evening each week (p. 12)
Pupils learn new skills and develop resilience and interpersonal skills through participating and supporting each other in team games (p. 9)
Pupils achieve well in these areas of the curriculum and often pursue related co-curricular choices through taking part in musical events or drama performances (p. 8)
The team responsible for pupils who have SEND works closely with teachers, planning individual or small group teaching (p. 8)
As a result, there is very little difference in the achievement of different groups (p. 8)