Established in 1974, David Game College has had a fascinating history that covers periods in different parts of London, namely South Kensington, Notting Hill Gate and the current location in the City of London. The genesis story of the College is based on a student that Mr Game, the Founder and current Co-Principal, was privately teaching who suggested that he start a College! From these humble beginnings, the College has grown over 100 times its original size to become a highly respected independent day and boarding College.
The current City of London site was acquired in 2016 after decades based in West London. The new setting is steeped in historical and modern landmarks (Tower Bridge, St. Paul’s Cathedral, the Tower of London, the Bank of England, Lloyds of London, the Gherkin, the Cheesegrater, the Walkie Talkie) is fitting given the College’s own fascinating history, and how it has adapted and thrived to become a thoroughly modern private college in London. The College building had its foundation stone laid in 1899 by the Bishop of London and has always been an educational establishment. The College building was occupied previously by London Guildhall and Metropolitan universities.
Student and child-centred: we care deeply about the wellbeing, academic and social progress of each student. We have well-established monitoring systems which prevent students from falling behind and address personal issues as they arise. Students have individual tutors, and the College has developed an effective infrastructure to oversee them in terms of safeguarding, academic progress, personal wellbeing, pastoral needs and careers advice.
Results: ultimately the choice for a College centres around results. We secure excellent examination results and, more importantly, provide huge added value to grade improvement. Over 30% of students achieve Grade A*-A, 64% A*-B, 85% A*-C (based on 2022 outcomes).
Flexible approach: we have a flexible approach that allows students to explore our curriculum and then settle on an agreed academic course. This individual tailoring of learning sets us apart.
Support curriculum: we add value in terms of our support curriculum, which helps students gain confidence, become intellectually curious and better prepared for university interviews. This enables them to gain understanding of the complex adult world they will enter.
Quality of teaching: we have a stable and extremely well qualified set of teachers, all subject specialists, who have typically been at the College for over 10 years.
Innovation: the College is always horizon scanning with new technologies and preparing students to understand STEM issues and how technology will shape the world in the next decade. Nobody can ignore the emerging AI and technology revolution; we want our students to be prepared.
Intellectual capital: we have a collective intellectual capital which allows us to offer students very special careers and UCAS advice on applying to top universities and competitive courses such as medicine; or applicants to LSE, UCL, Imperial or Oxbridge. Around 65% of students go onto Russell Group Universities.
Facilities: Our facilities include 60 spacious classrooms, three laboratories, two large lecture theatres, a canteen, a gymnasium, two art studios, two dancefloors, a photography studio, an architectural studio and a darkroom.
Boarding school: The addition of boarding facilities alongside our day provision has helped improve all aspects of our operations, both academically and pastorally, and is maintained to the highest standards.
Educationalists first and foremost: we are not owned by private equity or consortia and are free to implement our vision and mission in the best interest of our students and staff. Many of the executive are teachers or have taught in the past, and this facilitates a deep understanding of teaching and learning.
Motivation: irrespective of how able and bright a student may be, sometimes they need to be motivated with a sense of awe and wonder rekindled. We are skilled at motivating students to do better – to stretch and challenge them in their ambitions and help them progress, with adaptive teaching and SEN strategies employed where appropriate. Our approach to teaching and learning has transformed many students from average and mediocre in their performance to topflight high achievers.
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