RGS Surrey Hills

The school is located at Old London Road, Mickleham, Dorking, Surrey RH5 6EA. The campus sits on 26 acres of countryside in the Surrey Hills near Box Hill. Minibus routes with live tracking connect families to local towns and stations.

The school teaches ages 11–18 and is co-educational.

The school offers day and boarding education for girls and boys.

The school draws students from Surrey, across the UK and more than 30 countries worldwide.

The school has a Learning Support team providing additional literacy support in small groups and supports students with specific learning difficulties; an International Study Centre delivers English as an Additional Language (EAL) programmes.

The United Kingdom.

The school provides a minibus service with pick-up and collection from local railway stations including Epsom, Raynes Park and Leatherhead.

At RGS Surrey Hills, the academic curriculum treats every pupil as an individual, supported by personalised learning, regular assessment and monitoring. The breadth and balance of subjects is planned across lower and middle school, with courses designed to match aspirations, abilities and interests. Sixth Form provision offers continued choice and flexibility, with subject matter appropriate to ages and aptitudes and with differentiation to meet the needs of all students, including those with learning difficulties and those who are gifted and talented. The curriculum is structured to disperse learning across a two-week cycle, and the International Study Centre runs separate EAL programmes to prepare students for mainstream study where appropriate.

Small class sizes allow for personalised support.

GCSE Results 2025: 9–7 36%, 9–6 54%, 9–5 75%, Pass Rate 91%. A Level Results 2025: Pass Rate 91%, A-C 41%. International Baccalaureate Results 2025: Pass Rate 94%, Average Point Score 31.3.

Recent destinations include Russell Group universities such as Durham, King's College London and Warwick, with courses including Biomedical Sciences at Bristol, Business and Economics at Surrey, and Philosophy at Southampton; creative pathways include an Acting Foundation course and performing arts routes.

The curriculum differentiates to meet the needs of students who are gifted and talented.

Pastoral care underpins the wellbeing and social-emotional development of all students. Each pupil is assigned a personal tutor, and boarders have a Houseparent and Tutor to support academic and pastoral development. There is a clear emphasis on helping students maintain a positive mind-set and to develop resilience through wellbeing support and parent wellbeing talks. A broad co-curricular programme, including sport and creative arts, develops character, resilience and balance beyond the classroom. The Round Square framework places leadership, service and global understanding at the heart of school life, preparing students for life beyond exams.

The Learning Development Department supports neurodivergent and disabled pupils under the Neurodiversity (SEND) policy. The department includes a SENDCo, four Specialist Teachers, a Speech and Language Therapist and two Teaching Assistants. It uses 1:1 lessons and a multi-sensory approach with Pupil Profiles detailing each pupil's needs, strengths and required adjustments, reviewed termly. The SENDCo leads day-to-day operations and collaborates with Heads of Year and the Pastoral Team to monitor progress and provide timely support, including arranging Access Arrangements for examinations and reviewing EHCPs when applicable. Referrals, assessment and collaborations with parents and external professionals are coordinated to identify learning needs and plan appropriate intervention.

Progress of pupils with English as an Additional Language (EAL) is monitored by the Learning Development Department with input from teaching staff, parents and the pupils themselves. A lack of English proficiency is not treated as a learning difference. The department works with the Head of EAL and the IB Coordinator to identify neurodivergent EAL learners and ensure early support. In some cases a first-language assessment may be used to identify learning differences. Assessment results are shared with parents, and the SENDCo or a Specialist Teacher liaises with parents and staff to implement support.

The school places importance on the mental health and wellbeing of all students. A dedicated Pastoral Team provides support to help students maintain a positive mindset, and students are assigned a Tutor plus Houseparents in boarding to support academic and personal development. Wellbeing is reinforced through guidance and resources, with wellbeing talks provided for parents. The combination of pastoral care and a supportive learning environment aims to foster resilience and emotional wellbeing.

Safeguarding and Child Protection Policy includes Early Years Foundation Stage. The policy was reviewed in August 2025 and next due for review in August 2026. The school designates a Designated Safeguarding Lead (DSL) and Deputy DSLs; the Designated Safeguarding Lead for RGS Surrey Hills is Kate Cobb, with Deputy DSL Claire Ellis and other Deputy Leads such as Rachael Evans. Staff are provided with safeguarding contact details and guidance, including escalation procedures and relevant local safeguarding contacts. In case of concern about a child's safety, staff should act immediately and contact the DSL, following the policy and, if needed, the Surrey Children's Single Point of Access (C-SPA) or emergency services by dialing 999. Contact information for safeguarding and key staff is published for school use.

Three formal entry points exist: Year 7, Year 9 and Year 12. Stage 1 is Visit Us, with Open Events and Private Visits to view the school, meet pupils, and speak with senior staff. Stage 2 is Make an Application: for Year 7 and Year 9, register online by the published deadline, pay a non-refundable registration fee of £150, provide a photograph of the applicant and copies of the applicant's full school report plus any medical and Educational Psychologist reports as appropriate; those registered by the timescales are guaranteed to be invited to the Year 7 and Year 9 Discovery Day, with invitations for assessments issued after the Autumn Term half term; applications after the deadline may be discussed with Admissions. There is no priority for early registrations and all candidates are considered on an equal basis at the point of assessment; a school reference is requested after registration. For Year 12, the process is similar but requires the student's predicted GCSE results and includes an interview; offers are based on the interview, current school reports and GCSE predictions. Stage 3 is the Assessment Process: Year 6 Explorer's Day and Year 8 Discovery Day lead to assessment for Year 7 entry (Maths and English written work plus interview), with separate scholarship assessment afternoons for Sport and Drama on 11 November and for Art and Music on 12 November; Year 12 applicants are invited to an interview at a mutually convenient time. General information: assessment considers entrance test results, interview, recent school reports, academic progress, and other strengths; all years 7–8 study one Modern Foreign Language (French or Spanish); independence, attendance and positive engagement are expected. Other year groups may be considered where places are available.

Scholarships recognise and reward exceptional talent and achievements in academics, music, sports, art or drama. They are available to students entering Year 7, Year 9 and Year 12 and are awarded based on the candidate's accomplishments in the chosen field, successful completion of entrance exams, and an interview with senior staff and the relevant department head. Scholars may be awarded both a bursary and a scholarship. Bursaries provide means-tested financial support.

If the year group's available places are exhausted, a Wait List may be offered.