Cheltenham Ladies’ College – UK Boarding School Review

Tuition Fees for Lower College, Upper College, and Current Pupils Advancing to Sixth Form

For the academic year 2023/24, the College tuition fees are as follows:

• Boarding: £15,050 per term
• Day: £9,900 per term

Tuition Fees for New Students Joining College in the Sixth Form

For the academic year 2023/24, tuition fees for new students joining the College in the Sixth Form are as follows:

• Boarding: £16,900 per term
• Day: £11,300 per term

Please note that additional charges may apply for external exams, certain co-curricular activities (such as offsite activities or extra music and drama lessons), supplementary coaching, select curriculum trips, educational magazine subscriptions, and optional insurance coverage.

Cheltenham Ladies’ College is committed to providing an inclusive and supportive educational environment while maintaining high academic standards. To gain admission to the school, students are required to meet certain entry requirements and criteria tailored to their specific entry points:

1. Lower College (Years 7-9):

• Admission to Lower College typically occurs at the start of Year 7 (LC1).
• Prospective students may be required to take an entrance examination and participate in an interview as part of the assessment process.
• The school may also consider school reports, references, and any special educational needs or accommodations.

2. Upper College (Years 10-11):

• Entry into Upper College generally occurs at the start of Year 10.
• Applicants are typically required to provide their GCSE or equivalent qualifications from the previous stage of education.
• An interview and additional assessments or tests may be part of the admissions process.
• The school may also consider references and reports from the current school.

3. Sixth Form College (Years 12-13):

• Entry into the Sixth Form at Cheltenham Ladies’ College is typically at the start of Year 12.
• Prospective students may be required to provide predicted or achieved GCSE or equivalent results.
• For students pursuing A-levels, specific subject requirements may apply depending on the chosen courses.
• Those opting for the International Baccalaureate (IB) Diploma Programme should meet the prerequisites for this program.
• Interviews and assessments relevant to the chosen course of study may be part of the admissions process.

4. International Students:

• International students may be required to demonstrate proficiency in English through standardized language tests such as IELTS or TOEFL.
• Visa and immigration requirements must be met.

It’s important to note that admission criteria and requirements may evolve over time, and it’s advisable for prospective students and their parents or guardians to consult the school’s official website or admissions office for the most up-to-date information regarding entry requirements, application deadlines, and the application process.

For many of the students at Cheltenham Ladies’ College (CLC), joining the institution marks their first extended period away from home. Whether they come from the UK or overseas, the college’s house system is thoughtfully designed to facilitate a smooth transition for new boarders. Older students in each house play a pivotal role in welcoming and nurturing younger pupils, forming what are often referred to as “House families.” With the support of experienced staff and comfortable boarding houses, CLC strives to create a genuine home away from home for all its boarders. The aim is to ensure that each boarder feels not only included but also valued, part of a close-knit community.

The boarding houses are sanctuaries where girls eat, sleep, play, relax, and study. Within this environment, a strong sense of camaraderie and family flourishes, and girls develop a robust house spirit that comes to life during spirited inter-house competitions of various kinds.

The boarding houses at CLC serve several important objectives. Through the boarding experience, the college seeks to:

• Foster the growth of independent, confident young adults who can form mature, fulfilling relationships with family and friends while becoming contributing members of society.
• Ensure the overall well-being of each student, encompassing their physical, mental, and emotional health.
• Facilitate intellectual growth and academic achievement by providing a conducive environment for learning.
• Encourage participation and achievement in a diverse co-curricular program.
• Offer opportunities for leadership development and the assumption of responsibilities.

FLEXIBILITY AT WEEKENDS

While CLC primarily operates as a full boarding school, it recognizes that families have various commitments outside of school. Therefore, in addition to scheduled exeats and half-terms, most weekends allow boarders to spend time with their parents or guardians, departing from college on Saturday afternoon (once any commitments are completed) and returning in time for Sunday evening supper. There are exceptions, known as “closed weekends,” which include the first and last weekends of every term and special events, during which boarders are expected to remain on campus for the entire weekend.

This flexibility has proven invaluable to families, allowing them to balance school and home life effectively. It enables parents to support their daughters’ participation in college events, fosters closer relationships with parents, and strengthens the sense of connection to the broader college community.

HOUSE ALLOCATION

At CLC, house allocation differs from other schools. Students apply to the school itself, rather than to a specific house, and house placements are determined 2-3 months before enrolment (typically in June/July for a September start), well after offers of admission have been accepted.

While many students actively engage in sports and music at CLC, the college does not link houses to specific activities, as some schools do. While parents can express a preference, if they have one, specific house placements cannot be guaranteed except in the case of siblings. CLC takes into account a wide range of factors when assigning students to houses, with the goal of achieving a balanced mix of abilities, interests, personalities, and backgrounds across each house community.