Welcome to our houses.

The immersive, family-orientated environment of our houses helps pupils to develop the skills, wisdom and compassion that will distinguish them for life.  

Our distinctive and homely houses are central to life at Uppingham, and pupils develop a deep affection for their houses. For them, the house is a sanctuary; a place for rest and contemplation, as well as a hub for communal activity. 

There are 14 boarding houses, one day house and one Lower School house in Uppingham town and its immediate vicinity. These include eight houses for boys aged 13 to 18, five houses for girls aged 13 to 18, two houses exclusively for pupils who join us in the Sixth Form (one for boys, one for girls), and one co-ed day house.

The housemaster or housemistress and their family live in the boarding houses, making it a home for them as well as the pupils in their care. The whole house family eats together at every mealtime, which is an important and distinguishing feature of our pastoral care.

Each house is a perfect blend of school and home, with tutors, house staff, matrons and a host of supportive role models creating an extended community, sustained by mutual care and support. 

There is an atmosphere of healthy competition between the fifteen senior houses, which is encouraged and celebrated through inter-house competitions in sport, music, debating and general knowledge. 

The experience of being in a house builds friendships that last a lifetime. It teaches pupils to empathise, to motivate, to lead, and to play their part in a community of diverse individuals.

Aims and Principles of Boarding

At Uppingham, we seek to care for our boarders in such a way that

  • They feel safe, secure and valued.
  • They are able to take full advantage of an holistic education.
  • The culture of the boarding house promotes intellectual development and fosters high academic aspirations and outcomes.
  • They value themselves and others, affirming and celebrating diversity and difference.
  • They have the opportunity to lead, shape and influence the community.
  • The environment in which they live is maintained and developed to the highest possible standard.
  • Their families are part of the community and have strong connections to the School.