Being chosen to compete at this level is a remarkable accomplishment, reflecting the exceptional talent of all three students. This competition attracts some of the most promising young performers from across the UK, making their selection a significant milestone in their musical journeys.

We are especially pleased that Anna, a percussionist at Chetham’s, progressed to the quarter-finals of the competition. Selected from an exceptionally strong field of young musicians, her success so far into the competition is a testament to her outstanding musicianship, creativity and commitment.

Everyone at Chetham’s extends heartfelt congratulations to Patrick, Julian and Anna on their achievements.

One of the judges for this year’s competition is Chetham’s alumnus Peter Moore, who first came to national attention in 2008 when, at just 12 years old, he became the youngest-ever winner of BBC Young Musician.

Achievements like these highlight the transformative opportunities available at Chetham’s. Through expert tuition, inspiring musical partnerships and a rich programme of performances, our students are supported to fulfil their potential and pursue their musical ambitions at the highest level.

At Chetham’s School of Music, we’ve developed a leadership model that reflects exactly this challenge. Our Joint Principals, Nicola Smith and Tom Redmond, bring different experiences and expertise to the role, but a shared belief that creativity, academic achievement and personal development are equally important.

A leadership model built for a specialist environment

Specialist schools sit at the intersection of two demanding worlds. Students at Chetham’s spend their days balancing intensive musical training with a full academic programme, requiring a leadership structure that understands and values both.

Nicola brings more than two decades of experience in the maintained education sector, leading performing arts provision and whole-school operations. Tom’s background is rooted in the professional music industry, including senior roles with the Hallé and performances with internationally renowned orchestras such as the London Symphony Orchestra.

Together, their partnership ensures that neither music or academics is treated as secondary. Having a School Head and Music Director operating at the same leadership level sends a clear message to students, staff and families: artistic excellence and academic rigour are not competing priorities. They are equally important here.

The power of shared expertise

One of the great strengths of specialist education is that students are surrounded by people who understand their ambitions.

Whether it’s navigating the pressures of auditions, preparing for a major performance, or balancing practice with exams, students benefit from leaders who understand the realities of a musician’s journey. This depth of understanding also helps attract exceptional staff. World-class instrumental tutors want to work in an environment where artistic excellence is genuinely valued, while outstanding academic teachers are drawn to a culture that champions high achievement across every area of school life.

When leadership reflects the specialist nature of the institution, it creates credibility, trust and a stronger sense of shared purpose.

Balancing vocation and curriculum

Perhaps the greatest challenge for any specialist school is managing the tension between vocational training and academic study.

At Chetham’s, students typically spend around three hours each day immersed in music alongside four hours of academic lessons. Making that balance work requires constant collaboration.

By modelling collaborative leadership at the top of the organisation, we encourage academic staff and music tutors to work in partnership rather than in silos. The results speak for themselves. Students consistently achieve exceptional academic outcomes, while also developing the analytical thinking, creativity and resilience that music nurtures so effectively. Our alumni go on to successful careers not only as musicians, but also as scientists, journalists, teachers, politicians and entrepreneurs.

Keeping wellbeing at the centre

High achievement brings pressure, and specialist education is no exception.

For young musicians, feedback is constant. Performances, assessments and auditions can be both rewarding and emotionally demanding. That’s why wellbeing must be treated as a strategic priority rather than an afterthought.

At Chetham’s, we view health through a musical, physical and emotional lens. Alongside expert pastoral care, students have access to dedicated facilities, specialist physical support for instrumentalists and residential care from professional house parents. Just as importantly, they see collaboration and mutual respect modelled by the adults around them. Leadership sets the tone for culture, and culture shapes student experience.

A lesson beyond the classroom

Ultimately, collaborative leadership is about demonstrating that great things happen when people bring different strengths together.

That lesson extends beyond school life. Through partnerships with organisations such as the BBC Philharmonic and through performances in care homes, schools and community spaces, our students see firsthand the impact that collaboration can have on society.

Music is inherently collaborative and leadership should be too. In specialist education, where students are preparing not only for exams but for meaningful and creative lives, that approach can make all the difference.

A Warm Welcome from Andy Gregory, Chair of Feoffees

Andy Gregory joins Chetham’s with more than three decades of experience in investment, business growth, and supporting ambitious organisations. Throughout his career, he has held senior roles at Royal Bank Development Capital, Bridgepoint and Livingbridge, and has spent the last 15 years at BGF, where he now serves as Chief Executive Officer.

Having worked closely with hundreds of businesses across the UK, Andy has built a career around helping people realise their potential and navigate growth, change and opportunity. It is a perspective that aligns closely with Chetham’s mission to nurture exceptional talent and create life-changing opportunities for young people.

Although new to the role, Andy has already been struck by the dedication and shared sense of purpose that runs throughout the organisation.

“Whether in the School, the Library, Stoller Hall, or across the support and operational teams that make everything possible, it’s clear that Chetham’s is powered by people who care deeply about young people, learning, music and culture.”

As someone with strong connections to the North West and a longstanding commitment to charitable and inclusion-focused initiatives, Andy sees Chetham’s as a unique institution: one that honours its rich history while continually looking ahead.

He succeeds Paul Lee as Chair of Feoffees and is keen to build on the strong foundations already in place. Working closely with the trustees and senior leadership team, Andy’s focus will be on ensuring Chetham’s continues to flourish for generations to come.

Sandra Pike Appointed Chair of Governors

Alongside Andy’s appointment, we are pleased to welcome Sandra Pike as the new Chair of Governors.

Sandra is already a familiar face within the Chetham’s community. Before becoming a governor in 2024, she spent time teaching Chemistry at the School and brings more than 30 years of experience in education, including senior leadership and Headteacher roles.

Having worked directly with students and staff, Sandra understands first-hand the energy, dedication and passion that underpin daily life at Chetham’s.

As the new academic year begins, she has offered her thanks to colleagues across the School for their contribution to another successful year, including excellent GCSE and A Level results and a summer filled with outstanding musical performances.

Reflecting on the Chetham’s Symphony Orchestra concert in July, Sandra spoke of the pride she felt hearing students describe their experiences at the School and witnessing the exceptional standards achieved by our young musicians.

“Achievements such as these, musical excellence, academic success and distinguished career pathways for our students, would not be possible without the hard work and commitment of our staff.”

Building on Strong Foundations

Sandra also paid tribute to outgoing Chair of Governors Malcolm Edge, who has supported Chetham’s since 2011. While stepping down from the Chair role, Malcolm will continue to serve as both a governor and Chair of the Finance Committee.

His contribution over many years has helped strengthen the School and support generations of talented young musicians.

Looking ahead, Sandra is eager to spend time around the School, learning more about life at Chetham’s and working closely with staff, students and governors.

She is committed to ensuring that the governing body continues to provide the support, guidance and resources needed for the School to achieve its strategic ambitions and maintain its position as a leading specialist music school.

Looking Ahead Together

As we start the new academic year, both Andy and Sandra share a common commitment: supporting the extraordinary people who make Chetham’s such a remarkable place.

Their combined experience across business, education, leadership and governance will help guide the organisation as it continues to nurture exceptional young musicians, celebrate creativity and culture, and provide life-changing opportunities for students from a wide range of backgrounds.

We are delighted to welcome Andy and Sandra to their new roles and look forward to working together in the year ahead.

This year, students achieved a 96% pass rate (grades 9–4), miles higher than the national average of 67.3%, making this our strongest result since 2022. 56% of all results were grades 9–7, reflecting the high standards reached by Chetham’s students across the curriculum. 

Out of 43 Year 11 students, 7 achieved grades 9–7 across all their subjects, with 4 securing grades 9–8 only. A further 13 Year 10 students sat GCSE Music a year early, with 10 scoring all 7-9. 

We are delighted that 84% of students who have reached the end of Middle School will continue into Sixth Form at Chetham’s, building on these academic achievements while taking their musical skills to the next level. 

Ms Nicola Smith, Joint Principal, said: 

“Our GCSE students have shown tremendous commitment, balancing the demands of an ambitious academic curriculum with the dedication required to excel as young musicians. Their achievements are a testament to their hard work, resilience and passion, and we are incredibly proud of all they have accomplished. 

“We are especially pleased that so many students have chosen to continue their journey with us in Sixth Form. They have already achieved so much, and we look forward to supporting them as they take the next steps in both their academic and musical development. 

“My thanks go to our exceptional staff and the families who support our students every day. Together, they help create a nurturing and inspiring environment where young people can thrive, achieve their potential and develop into confident, well-rounded individuals.” 

99.5% overall A-Level pass rate (far higher than the national average)
61% of students achieved A*-B grades
85% achieved A*-C grades
12% achieved all A or A* grades
Four students passed their AMusTCL diploma (equivalent to the first year of an undergraduate degree)
One student achieved the prestigious LMusTCL diploma (equivalent to the final year of an undergraduate degree)
Eleven Year 12 students took Music A Level early, achieving grades A*-B

Alongside outstanding achievements in Music, students also secured impressive results across a range of academic subjects, including:

History: 50% of grades at A*-B, 100% pass rate
Maths: 78% of grades were A*-B, 100% pass rate
Biology: 40% of grades at A*-A, 100% pass rate
German: 40% of grades at A*-A, 100% pass rate

We are delighted that so many of our leavers have secured places at prestigious music conservatoires, 17 with scholarships. Others are pursuing subjects such as War Studies, Psychology, Chemical Engineering and International Relations.

While these excellent results are an important milestone, success at Chetham’s extends far beyond exam results. Throughout their time at the School, this year’s leavers have embraced exciting opportunities, from performing on some of the UK’s most iconic stages and learning from world-renowned musicians through professional masterclasses, to touring, collaborating with peers and taking part in trips that broaden their horizons both musically and personally. These experiences help develop the confidence, resilience and creativity that will serve them long after they leave Chetham’s.

Nicola Smith, Joint Principal, said:

“This year’s results are a testament to the hard work and commitment of our students, who continue to achieve exceptional academic exam results while pursuing music at the highest level. We are delighted to celebrate their successes and the exciting opportunities that now lie ahead of them.

“The achievements of our graduates have been supported every step of the way by our dedicated teachers and support staff, whose expertise and encouragement help create an environment in which young people flourish. We look forward to following the future successes of the Class of 2026.”

The review, conducted by a team of safeguarding and boarding specialists, examined our safeguarding arrangements against current statutory guidance and sector best practice. The audit found that safeguarding at Chetham’s is strong, well led and deeply embedded throughout the school community, with students, staff and governors all playing an active role in creating a safe and supportive environment.

A Culture of Vigilance and Care

One of the key findings of the audit was the school’s strong safeguarding culture. Auditors found that safeguarding is clearly prioritised across all areas of school life, supported by regular staff training, open communication and a proactive approach to identifying and managing potential risks.
Staff at every level demonstrated a clear understanding of their safeguarding responsibilities, helping to ensure that students are supported, listened to and protected.

Strong Leadership and Effective Systems

The audit highlighted the leadership provided by our Designated Safeguarding Lead (DSL) and wider safeguarding team. Auditors found that concerns are managed promptly and appropriately through clear processes and robust systems.

Effective collaboration between safeguarding, pastoral and learning support teams was recognised as a particular strength, enabling joined-up support for students and ensuring concerns are followed through thoroughly.

Students Feel Safe and Supported

Perhaps most importantly, students consistently told auditors that they feel safe at Chetham’s and value the support they receive from staff.
Students praised:

– The strong sense of community across the school
– Positive relationships with staff and peers
– The balance between independence and supervision
– Clear expectations around behaviour and safety

The audit also found that students have a good understanding of key safeguarding issues, including online safety, wellbeing and how to raise concerns if they need support.

A Safe and Secure Environment

Chetham’s city-centre location brings unique opportunities and responsibilities. The audit recognised the school’s well-managed approach to site security, including trained security staff, controlled access arrangements and clear procedures for visitors and events.

The report also highlighted the value of regular input from external agencies, including Greater Manchester Police, in helping students understand potential risks within the local area.

Boarding Identified as a Key Strength

Boarding provision was recognised as one of the school’s significant strengths.

Auditors heard positive feedback from boarders about the welcoming atmosphere within the houses, the quality of accommodation and the support available from house staff.

Boarding staff were praised for their strong understanding of individual student needs and their contribution to creating an environment where students feel valued, supported and included.

Strong Governance and Oversight

The audit found that governors take their safeguarding responsibilities seriously and provide effective oversight of safeguarding policies, practices and emerging risks.

This active engagement helps ensure that safeguarding remains a strategic priority across the school and that continuous improvement is embedded into governance processes.

Supporting Student Wellbeing

The report also recognised the wide range of wellbeing support available to students, including counselling services, medical provision and pastoral care.

Students reported that they know where to seek help and feel confident approaching staff when they need support. Auditors also noted the school’s responsiveness to the needs of its diverse student community, including students with additional learning needs.

A Positive Outcome

The independent audit concluded that Chetham’s School of Music provides a safe, supportive and well-managed environment for its students. The report highlights strong leadership, committed staff, effective governance and confident, well-informed students as key strengths.

We are grateful to SACPA for its thorough review and thoughtful recommendations. The findings provide valuable external validation of the work taking place across the school every day and will help inform our continued efforts to provide the highest standards of care, support and safeguarding for all our students.

The full audit report is available to read.

Your fees go far beyond simply providing lessons – they support a rich experience designed to nurture students academically, musically and personally, within a safe and supportive community.

We’ve put together a list of everything that fees include and you can find out about financial support available here.

Communal spaces to relax

A Supportive Community

With a dedicated pastoral and medical team on hand, every student is supported to feel safe, happy and ready to thrive.

Staff play a vital role in daily life, offering guidance, encouragement and a reassuring presence, often becoming trusted mentors along the way.

Students also have access to specialist support services, including counselling, physiotherapy and hearing protection clinicians, ensuring their wellbeing is always a priority.

Baking club

Everyday Life Enriched

Fees cover all parts of everyday life to make sure our students have a comfortable, stimulating and rewarding experience.

• Small to medium class sizes with expert specialist teaching, delivering exam results consistently above the national average

• Nutritious, high-quality meals with options for all dietary requirements, alongside healthy snacks

• Welcoming communal spaces, including a central common room with TV area, kitchenette, reading room and games space, as well as an onsite gym

• The common room and playground sit at the heart of student life – they are places where friendships grow and students can relax together

• For boarders, housekeeping and laundry services support busy student lives

Fun in the on-site gym

Playground

Beyond the Classroom

Life at Chetham’s is rich with opportunity. A varied programme of trips and excursions takes students beyond the school, from cultural visits to museums and theatres to outdoor adventures in the countryside.

A wide range of co-curricular activities ensures there is something for everyone, including social events, Sci fi Club, crafts, comedy, baking, sports and movie nights. Students can also take centre stage in drama productions and pantomimes, building confidence and creativity outside their musical studies.

Seasonal celebrations, from fireworks night to carol singing and summer barbecues, bring the whole community together, creating lasting memories throughout the year.

A visit from the petting farm

A World-Class Musical Education

Music lies at the heart of everything we do. Each year, Chetham’s students take part in around 40,000 hours of musical activity, reflecting the extraordinary depth of opportunity available.

• Over 100 lunchtime concerts take place annually in Stoller Hall, an award-winning music venue

• Students perform in more than 60 external concerts each year

• Regular masterclasses with professional musicians inspire and challenge students

• Free tickets to selected Stoller Hall performances allow students to experience world-class music up close

Chetham’s Symphony Orchestra at Bridgewater Hall

Investing in Young Musicians

As a not-for-profit registered charity, every pound of our school fees is reinvested into providing an exceptional education and experience. This commitment ensures that all students benefit from outstanding teaching, first-class facilities and a supportive community that nurtures both talent and character.

“I love boarding school because it feels like a second home where I’m surrounded by my friends in a very supportive and friendly environment. The staff are almost like family as well as mentors, which makes it so much easier to settle in, talk to them and feel super supported. The common rooms are the best part about boarding since they give everyone a space to relax, chat and connect with each other. Boarding school has massively helped me become more independent and confident as I have learned to manage my time and take responsibility while still knowing there’s always someone around to support me.”

– Abbie, Year 12 (pictured below)

Tell us about your career and musical journey…

“I started teaching here back in the late 1980s. I was a busy freelance cellist mostly working in London at the time. I also started teaching at the Royal Northern College of Music around 2009 so that became a bigger commitment in Manchester.

“The profession itself has changed hugely since I started. I did postgraduate studies in Germany and when I started freelancing in London, three out of the four big independent London orchestras were all male. I remember doing tours where there were three women and 90 men and we weren’t even given a changing room! Students now are moving into a very different world and have so many more career possibilities.

What is your proudest career moment?

“Big question! There have been lots of different achievements at different times in my career. When I first started out, I did quite a lot of solo work including recitals at Wigmore Hall and that kind of thing, which was a big achievement at the time. Being one of the very first women to work with the London Symphony Orchestra was also a real achievement.

“On an individual student basis, I get enormous satisfaction seeing somebody develop and grow and fulfil their potential. That is a highlight every time it happens. To see someone going from the conservatoire to performing on stages around the world is really rewarding.”

Can you describe your teaching philosophy?

“What I try to do is give people the deepest possible connection with their instrument, and that involves making sure that they are physically at ease with how they play  – so they ultimately put in the least muscular effort to get the sound they want.

“I also meet each individual person where they are: I don’t begin teaching a student thinking they should do what I think. I see who they are and where they’re at first, then go from there… I could never write a book about my approach to teaching because the journey is very different for each person.

“A lot of my students over the years have stayed in touch with me and it’s fantastic to see them thriving in the industry – I have an extended cello family around the world.”

What do you most like about teaching here?

“I get to teach talented students. That’s the best thing! I work with such talented young people, and I have the time to make a difference. There’s a good collegiate atmosphere between everybody here, and it’s a lovely environment to work in. I think it’s a privilege to be teaching here.”

Find out more about our strings department and how to apply.

This landmark accolade recognises the institution’s decades-long commitment to excellence, inclusivity, and the promotion of piano pedagogy on a global scale.

The award was presented to founders Murray McLachlan and Kathryn Page during a ceremony at the Royal Albert Hall on 12 May.

Since its inception 25 years ago, CIPSS has grown into the largest piano summer school of its kind, creating a unique event where burgeoning pianists and world-class professionals collaborate.

Hosted by Chetham’s School of Music within its unique campus, there are opportunities to explore composition, theory, analysis, jazz, improvisation, harpsichord, organ, and piano.

The Legacy Award highlights the “profound and lasting impact” the program has had on the international music community, citing its ability to adapt to a changing educational landscape while maintaining the highest artistic standards.

Murray McLachlan, Co-founder of CIPSS and Head of Keyboard at Chetham’s: “To receive the Legacy Award is a testament to the thousands of pianists who have passed through our doors and the people who inspire them. CIPSS welcomes anyone who shares a love for the instrument, and we have built a supportive and passionate community. Celebrating this achievement at the Royal Albert Hall was an incredible experience and I am excited for the vibrant future of our summer school and of piano education.”

Kathryn Page, Co-Founder of CIPSS: “We’re very grateful to our community and the panel for the Awards for Piano Music Education. This award is incredibly special and well-timed as we also celebrate our 25th year in 2026. We now look forward to hosting CIPSS this August when we will enjoy an extraordinary programme of world-class piano recitals, lessons, lectures and more.”

Find out more about Chetham’s International Piano Summer School.

At Chetham’s, our students learn from celebrated soloists, principal players in major orchestras and renowned conductors. Rachael Clegg is one of our longest serving music tutors, as well as Principal Oboe for Manchester Camerata. She’s also played Principal Oboe for the Halle, BBC Philharmonic, London Symphony Orchestra and more. We asked Rachael about her career, teaching philosophy, and what makes Chetham’s so special.

Tell us about your career and musical journey…

“I’ve been teaching at Chetham’s for 35 years and the work I’m lucky enough to do here has genuinely been one of the most rewarding roles of my life.

“I knew the school long before the new building was added and have taught many oboists who have gone on to work in orchestras around the world. I’m also very proud of those who have gone on to other careers, but who continue to love music.

“I’ve held the position of Principal Oboe with Manchester Camerata since 2000 and I’ve been lucky to involved in many wonderful projects including recording all the Beethoven Symphonies, all the Mozart Piano Concertos and been a soloist in Mozart, Strauss and Vaughan Williams Concertos. I get invited to play Principal Oboe regularly in many of the UKs great orchestras including London Symphony Orchestra, BBC Philharmonic and the Halle.”

Can you describe your teaching philosophy?

“I believe in trying to foster a lifelong love of music whilst nurturing the individual. I feel it’s very important to recognise unique abilities and learning styles and the necessity to tailor lessons to individual personalities. I love to make lessons fun and create an environment where mistakes are simply steps to learning, therefore reducing fear and perfectionism. I encourage students to express their voice and ideas through music.”

What do young musicians get from Chetham’s, that they don’t get anywhere else?

“I love the strong collaborative aspect engendered at Chetham’s where students regularly listen to and encourage each other. The school is a wonderful melting pot of creativity that also teaches the discipline music requires. Above all, there is an atmosphere of support and camaraderie.

“The oboe department has a number of activities we enjoy together e.g. ensembles, oboe class and reed making. Students help and support each other, and it has always been like this through the decades I’ve taught at the school. I feel very lucky!”

What is it about the oboe that attracted you and why should other young people consider giving this instrument a go?

“I decided at the age of 10 that the oboe was for me as I loved the sound of the instrument (after hearing a recording of Swan Lake). I was greatly encouraged by my Grandfather and he knew that there were fewer oboists than flautist or clarinet players therefore more performing opportunities. He was right!

“The oboe is notoriously tricky to play but with good support with reeds, students can flourish and enjoy the oboe’s mesmerising tone and explore the fantastic repertoire available.”

Find out more about our woodwind department and how to apply.