Warwick Schoolreview by University of Oxford student. Warwick School has a particularly strong history and chemistry departments achieving large percentages of A grades at A level and a large relative proportion of students being accepted for Oxbridge in courses based on these subjects. The education received is very broad and the school will make every effort to accommodate any combination of subjects. I would say the extended essays set within the A level year which compel us to learn beyond the syllabus have been crucial in the smooth transition into university life. The teaching style is classroom based with some lessons which concentrate on providing us with the facts but balanced against questioning and discussion in class so that comprehensive understanding of the subject matter was attained. Class size ranges between 15 and 20 depending on the popularity of the subject. Classes are streamed up to year 9 with all lessons with that class. In the GCSE years, the classes are maintained but will have some lessons separate depending on the chosen options. For students with difficulties the teachers are willing to help, there is a catch up help at lunchtimes and curriculum support department. Teachers will constantly press talented students and the streaming within the lower years normally means that there isn't obvious segregation of talented students.
The school lunches are very good with two main meat options, a vegetarian option and a salad bar and sandwiches on offer. Cost of the lunches is included within the fees so there is no need to bring money into school unless you wish to purchase snacks at the tuck shop or vending machines. The area is very safe with very low crime rates but with that there is not a huge number of large social events. Concerts at Warwick Castle occur from time to time. And for the older students, the neighbouring Leamington Spa has a nice nightlife. Pastoral care is very strong with peer supporters individually mentoring entrants in year 7. Additionally each class has a class prefect as a link between the pupils and tutors. The tutors themselves are the first port of call over serious issues and most have a wealth of experience in most matters. There was an external counseling service which the school promoted for stress related issues. And the school chaplain could always be on hand to provide pastoral advice. The school maintains a friendly atmosphere with discipline maintained by the Marshall (inspecting uniforms) prefects monitoring behavior and teachers enforcing discipline within the classroom. High levels of discipline are found in the lower school with minor punishments e.g., 3 misdemeanors in a week for a detention. In sixth form the punishments are harsher but with more leeway over the being punished due to the closer teacher student relationship. In this respect i think the discipline was just right especially in the upper school where you would need to do the work set, with very little sympathy of illegitimate excuses.
Warwick has an emphasis on offering a broad education and actively promotes involvement in extracurricular activities. As it is set on a 50 acre site, there are huge expanses of playing field to accommodate the principal sports of rugby cricket and hockey although a range of other sports are offered. I recall a figure of around 50 clubs and societies being available to Warwick students which ran either in lunch or after school. Furthermore there are designated PE sessions Games sessions and activities sessions to accommodate a range of extracurricular activities without infringing on homework time. The strengths of the school were principally rugby (winning the national daily mail cup in 2007), but other sports such as water polo and clay pigeon shooting enjoyed success in their fields. A typical student would probably have at least 10 hours extra curricular activities per week, which would be increased by involvement in the after school sports teams training. By allowing timetable space for sport and other activities such as CCF (Combined Cadet Force) well rounded individuals are produced without needing to judge students solely on acedemia.