Guide to UK Summer Schools

Attending a summer school or summer course can be an unforgettable experience for students and is a fantastic opportunity to learn and gain new skills whilst meeting new friends. There are a huge range of summer school options available which can sometimes be quite overwhelming. We thought it would be helpful to answer some frequently asked questions and list some of our recommendations for summer schools in this article.

British boarding schools have an established tradition of educating students from all over the world, including Singapore. For many Singaporean families, the prospect of a UK boarding school education can be appealing but also potentially daunting, particularly due to differences in entry points and curricula. The UK admissions process is often more structured and formalised than families may expect, with early registration deadlines and entrance assessments that may be unfamiliar to first-time applicants. Therefore, gaining a clear understanding of how the process works is important, especially given the competitive nature of many British boarding schools. This guide outlines the UK boarding school system and highlights what Singaporean families should be aware of when considering an application.

The boarding school interview is designed to ascertain suitability and readiness for boarding and whether they would be happy at the school. This is very important, especially for international students, as the child is away from home and the boarding school becomes home.

‘What shall I do when I leave school?’ is just one of several important questions students make during their final three years at school. But it is one that they shouldn’t feel daunted by as this is an exciting time and, typically, the final step in their formal education. The most salient point to remember is that there is a spider’s web of people from whom they can seek advice: teachers, parents, friends and even current university students. Importantly, the final decision must be the student’s, and one that they are ultimately happy with.

Below are some important considerations which hopefully prove useful for students to review as they navigate this part of their educational career.

A practical guide for parents of primary-aged children

Every child develops writing skills at a different pace. Some children have wonderful ideas but struggle to organise them; others write accurately but need encouragement to develop their vocabulary or imagination. Small, consistent habits can make a significant difference to a child's writing development. Whether your child is preparing for a 7+, 8+ or 11+ school entrance exam or simply wants to become a more confident writer, the following strategies can help you support them at home.

We were excited to announce the return of our Creative Writing Competition this summer 2026. We ran two competitions, so there was an opportunity for every age group to take part.

• Junior Competition — for writers aged 5–13 (Years 1–8)
• Senior Competition — for writers aged 14–18 (Years 9–13)

This was a brilliant opportunity for students to build imagination, sharpen writing skills, and gain creative confidence over the summer.

See below for this year's winning entries!

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A practical guide for parents of primary-aged children

If your child is heading towards 7+ or 8+ assessments, or you simply want them to feel confident with numbers, mental maths is the place to start. It's built through short, regular practice rather than long sessions, and much of it can happen through games, shopping trips and conversation. Below you'll find a simple ten-minute routine, guidance on what to focus on from Reception to Year 6, and practical mental maths games for primary children to try at home.

What is the TARA?

TARA stands for Test of Academic Reasoning for Admissions. It is a computer-based admissions test delievered by UAT-UK and is used by select UK universities (including UCL and Oxford) as part of their admissions process for certain courses (a full list is provided below).

UCL began using the TARA in 2025 for candidates applying for 2026-entry (primarily for Computer Science, Management Science and Social Sciences). Oxford University will be using the TARA this year for 2027-entry onwards. This means that Oxford will no longer use the TSA (Thinking Skills Assessment) as part of its admissions process.

This represents a significant change for Oxford (it has used the TSA since 2008 as a key part of its admissions process). However, the good news for students is that the TARA is very similar to the TSA, so students can continue to take advantage of the wealth of TSA past paper questions available online while the TARA continues to be developed.

Founded in 1611, Charterhouse is one of the great historic public schools of England. With four centuries of history behind it, the school is committed to being at the forefront of educational progress in the twenty-first century. Located in Godalming, Surrey, the school became fully co-educational in September 2021 and now welcomes pupils from 13 to 18. Charterhouse offers a broad education combining academic ambition with extensive opportunities in sport, music, drama, the arts and other co-curricular activities.

Charterhouse is academically selective, but its admissions process is not based solely on examination performance. The school describes its approach as a ‘complete child’ philosophy, considering each applicant’s academic ability alongside their character, interests, talents and personality.

Charterhouse has several entry points, including 11+, 13+, 14+ and 16+. There are two main entrance points, in Year 9 (13+) and Year 12 (16+), although Charterhouse also admit around 20 pupils in Year 10, at the start of the GCSE course. The application process and assessments vary depending on the age at which a pupil wishes to join. All admissions though are by assessment, which is competitive, and contingent on performance at interview, as well as a positive reference from the candidate’s current school.

Founded in 1619 by Edward Alleyn, Dulwich College is a boys’ selective day and boarding school in London. Dulwich has a strong global brand with 11 outposts in other countries, including China, South Korea and Singapore. While it is certainly a very academically selective school, it also fosters an inclusive educational and social environment, and partners closely with its sister school James Allen’s Girls’ School. 

The main senior-school entry points are Year 7 (11+), Year 9 (13+) and Year 12 (16+). Dulwich also has a Junior School entry point at Year 3 and a small number of occasional places in Years 4 and 5 and, for boarders, Year 10.

The Spectator has once again published its annual table showing which schools received the most Oxbridge offers last year. Their figures show how well state schools – grammars, sixth-form colleges and others – compete with independent schools.  

As with the Spectator data from previous years, we thought it would be interesting to take a deeper dive into the data. Of the schools included, 33 are independent (three more than last year), 20 are grammars or partially selective (four fewer), 23 are sixth-form or further-education colleges (two more) and three are comprehensives or academies (one fewer).  

Schools are ranked by the number of offers received, followed by their offer-to-application ratio. We have included the offer rate and last year’s ranking in our table below. It is worth stressing that this is an offer-volume ranking, not a measure of admissions success. A school can rank highly because it submits a large number of applications, while a smaller school can have a considerably higher offer rate but appear much lower down the table. 

Vocabulary plays a crucial part in all aspects of communication; listening, speaking, reading and writing. Children taking the 8 Plus exam will need to have a good range of vocabulary to call on in interviews, and when completing the reading, writing and reasoning aspects of the entrance exams.

This age group will be developing their use of logic and understanding of cause and effect. Comprehension questions at this level can include direct questions about word meanings and locating the meaning of a word in a given context. Schools will also want to assess a child’s ability to make inferences; where one has to use clues in the text to give an answer that has not been directly listed in the text. Sound vocabulary knowledge can help with answering these kinds of questions.