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Camp Hill Boys is an academically selective school. This allows us to target our curriculum towards particular anticipated outcomes. We are able to deliver a challenging academic curriculum, in a manner stimulating to young men, confident that they will be able to access it. Part of our curriculum is to teach the pupils that a community must support and nurture its most vulnerable members; we provide additional support to those who find the pace and challenge of our taught curriculum tough.

We recognise that the National Curriculum and nationally approved exam courses provide a significant guide to what we teach the boys; we also recognise that we must go beyond such thinking to provide a curriculum which is ideal for our pupils in our environment. We teach the boys that accredited qualifications are milestones passed during their educational journey; they are not the destination. We offer a set of academic exam courses, both at GCSE and A Level. Our intention is to select pupils who have the potential to achieve outstanding results in these courses and then to provide the environment to enable them to fulfil that potential. We have achieved that intention for many years, such that examination outcomes are consistently among the best in the country. We also intend that our pupils should have the widest possible range of appropriate opportunities before them when they leave. For the overwhelming majority, that is acceptance on a degree course at a top university. But there are many other suitable outcomes and we aim to make pupils aware of those and to prepare them for such routes. For a small, but increasing, number, Higher Level Apprenticeships are a good choice; we have a small flow of pupils who go on to study at a music college; a very small number consider leaving the school at 16 and we strive to give them the best possible advice relating to post-16 options.

Past experience tells us that most of our alumni will go on to hold positions of responsibility or leadership and our intention is to start them on their journey to be the best in such roles. We build many opportunities into our unexamined or untaught curriculum to promote their development in relevant skills. We have an extensive programme of PE and games, both compulsory and optional; we offer many clubs and societies which allow pupils to explore interests and develop skills; we offer the Duke of Edinburgh award to encourage teamwork, organisation, perseverance and leadership – we also use it to promote a love of the outdoors and physical challenge; our House system is highly developed, partly to allow more boys to take part in competitive events and partly to enable us to offer teamwork and leadership opportunities.

The school is rich in its diversity. We encourage the boys to take advantage of the
benefits such diversity brings. It gives an opportunity to recognise unconscious bias and address it. We teach them to test and develop their own thinking, to question and challenge the thinking of others and to treat with kindness and respect those who hold different views and beliefs. We teach our pupils to know, understand and be rich in this country’s cultural heritage. If their own cultural heritage is different, we teach them to value it and support them, as far as we are able, in understanding and growing in that culture as well.

We aim to challenge a narrow view of the academic side of education. We require the pupils to study all the subjects we offer until the end of Year 9; we require them to study French or German (or both) until they are 16. We teach the boys that practical and creative skills are as important as deductive ones.

We want all our pupils to leave school happy if circumstances allow and resilient if they do not. We teach them how to protect and promote physical and mental well-being.  We want them to understand that mental and physical illness are a part of most people’s lives, and to be equipped to respond appropriately to both in their own lives, and in the lives of others around them. We aim to teach them how to lead fulfilled lives of rich quality and how to enrich the lives of others. We want them to be a positive influence in their families, their communities and their countries. We teach them that their excellent intellects and education opportunities also mean that they have great responsibility to promote the well-being of those who did not have those advantages.