This is a humane, open-minded school with both feet on the ground, in which the pupils’ all-round personal development is outstanding and academic attainment is high. It is, above all, a happy school which understands the rich inter-relationship between the curricular, the co-curricular and the pastoral.

We benefit from a tremendous location: on the very edge of north-east London, a city school surrounded by ancient forest, safe but not secluded, and within a diverse, dynamic community. There is boldness in the School’s character, a readiness to be forward-thinking and adaptable, with pride in what we are and excitement for what lies ahead.

Seeing the School for yourself and meeting our pupils and staff is the best way to learn more about us and our culture.
We look forward to welcoming you to Forest School.

Marcus Cliff Hodges



The Senior School consists of three sections: Lower School, Year 7 and 8; Middle School, Year 9, 10 and 11; and Sixth Form, Year 12 and 13


Louise Lechmere-Smith, Head of Lower School

Harriet Dyke, Head of Middle School

Here at Forest School, pupils are continually stretched and challenged because we encourage them to think beyond the narrow requirements of exams.
We have a broad curriculum that promotes academic excellence while also pushing pupils to discover their own potential and abilities, recognising that there are different paths to success.

We understand the way boys and girls learn and have developed our school’s diamond structure that plays to their strengths. Our single-sex teaching between the ages of 7 and 16 creates a study environment that can be adapted to make boys and girls feel comfortable and which enables them to achieve their best.

The happy, inclusive atmosphere at our school is a result of the success of our approach, as is the high proportion of our pupils who go on to further study at leading universities and medical schools.

Academic Ethos

There was a time when education was all about cramming information into pupils’ heads for them to regurgitate on an exam paper in the distant future. Content and knowledge were priceless commodities, and schools’ jobs were to provide them in spades.

At Forest, we realise that developing skills and academic agility is about a lot more than that. We recognise that pupils need to develop skills in risk-taking, blue-sky thinking, creativity – and even sometimes failure and learning to pick themselves up and learn from their experiences – as part of their education.

Perhaps in the past education did not always value such things, but our pupils are living in a very different world – one in which information is easily and freely available, in which the pressures on young people have never been more intense, and in which examination performance is only one measure of the intellectual dexterity that the world will demand of them.

So, with robustness, courage and independence, we are rising to the challenge of educating young people to be not only well-informed and knowledgeable, but most importantly of all, really adept life-long learners.

Our curricular and co-curricular offer, pedagogical frameworks, and the language of learning embodied in ‘The Forest Learner’ are all centred around the need for pupils to understand what they are doing when they learn – because they are going to need to continue learning for their whole lives.

In the end it is not just about what we can do for these pupils, but what they can do for themselves that’s important.

After all, we want them to leave as proficient, confident, imaginative innovators who will shape the brave new world they enter at 18.