Good Schools Guide

The Good Schools Guide – Channing Junior School Review

Snapshot

Forest school weaves round the back of the gardens abutting Waterlow Park – a veritable Famous Five experience for north London children, who forage and whittle in all weathers and, for a real treat, drink hot chocolate round a campfire. The library is open before and after school so parents and children can choose books together – a wonderful way, we thought, to start the day. We watched in awe as children uploaded mysterious, celestial sounds from Neptune onto their iPad, over which they recorded…

Head of the Junior School

Since 2018, Dina Hamalis, previously academic director of Sarum Hall. Over more than 20 years she has navigated her way around a number of north London prep schools including near neighbours Highgate (curriculum coordinator) and UCS pre-prep (SENCo, gifted and talented, EAL coordinator). She has a degree in education, specialising in English and history. No timetabled teaching these days, but is likely to pop up smiling, anywhere and everywhere. We marvelled at her elegance (topcoat, tailored trousers, kitten heels) as she navigated leaf mould, a mud kitchen and Respectful Hedgehog’s hut in the fabulous forest school.

‘She’s exactly what you want as a primary school head,’ enthuses parent, ‘100 per cent focused on the girls.’ After five minutes at the school gate, we got it: she meets and greets every child by name, takes any slightly reluctant child by the hand, and lights up when anyone wants to share news. She knows all the parents by name too and is, we understand, available for all, ‘like extended family’. In her ‘open door’ office, visitors are enveloped in a warm cocoon of pink and forest green – soft toys, story books and stickers, not to mention the pretty tea cups and saucers which await the newest and youngest girls at much-coveted ‘getting to know you’ tea parties. Not wanting to be left out, year 6 girls asked for tea parties too, so she now hosts the same for them.

Miss Hamalis is the driving force behind the ‘Channing Characters’ – among them, Independent Owl, Empathetic Rabbit and Curious Fox – embedded in the school experience. Intangible qualities personified by these characters – bravery, resilience, responsibility, independence, perseverance, empathy, curiosity and respect – ‘set the girls up for the workplace and for life’. ‘Girls embody the characters,’ she says, ‘and model the values’: a child who falls over in the playground gets a Brave Mole sticker; another is awarded a Persevering Squirrel badge for reaching the top of the climbing tree. The animal characters are child-friendly, but what they represent is also at one with the Unitarian ethos of Channing School. Miss Hamalis and Mrs Hughes, headmistress, sing from the same Unitarian hymn sheet. They work closely to create an ‘all-through’ school; kindness and respect lie at the core.

Entrance

A ‘robust’ 4+ process. One in four girls selected for 48 places; two-form intake, 24 in each class. Classes are mixed up every two years so everyone gets to know one another and girls learn that ‘things can change and still be brilliant’, says parent. Selection process changes slightly every year to avoid prepping, and ‘candidates always go out with a smile,’ says school.

Exit

Parents are expected to buy into Channing as a 4-18 school and, indeed, the vast majority (45 girls out of 48 in 2024) cross the road to the senior school in seamless transition. Girls are already familiar with shared facilities (Arundel Theatre, ‘a wonderful resource’, Stanhope Road field for bonfire night and sports day) and events such as whole-school assembly and ‘skipping out’, a delight of a tradition when the whole school skips up Highgate Hill. No prep for 11-plus exams – a big lure for most but, as always, there’s a minority who explore boarding/co-ed/state options. The numbers who stay suggest the grass often greener on Highgate Hill.

Our view

Fairseat, home of the school since 1926, was once the fine Victorian dwelling of industrialist philanthropist Sir Sydney Waterlow. Evidence of grandeur remains: beautiful sash windows, high ceilings, fine brickwork, encaustic tiles and a stable block, not to mention the beautiful domed orangery. Its extensive gardens became Waterlow Park, given by Sir Sydney as ‘a garden for the gardenless’ and, luckily for the school, a good two acres of leafy, open space stayed with the house.

Forest school weaves round the back of the gardens abutting Waterlow Park – a veritable Famous Five experience for north London children, who forage and whittle in all weathers and, for a real treat, drink hot chocolate round a campfire. ‘It’s amazing what my children have learnt at forest school,’ says parent; ‘they even climb trees on Hampstead Heath now!’ Outdoor learning also in evidence on the roof, where radishes, tomatoes and parsley are carefully tended by small green fingers. We were very taken with the adventure playground where some equipment is so popular that clever sand timers ensure everyone gets a go – overseen by wise owl, artfully sculpted from a tree stump. A mindfulness area in the playground offers an alternative to the hustle and bustle of break time; the idea came from pupil-led school council.

Miss Hamalis talks of an ‘academically ambitious’ curriculum, ‘where girls enjoy success’. The lack of 11-plus certainly helps reduce stress (no parent will disagree) and the mantra that ‘happy children learn best’ creates a less competitive feel. No weekly spelling tests, no rote learning, no setting and a focus on ‘depth of understanding’ rather than exam skills (although standardised tests familiarise girls with test conditions). There is more time for subjects like philosophy, where pupils are encouraged to politely agree and disagree with each other (a useful life skill) and explore the meaning of bias and subconscious prejudice.

‘Reading for pleasure’ is designed to give a lifelong love of reading: ‘I can really zone out in those lessons,’ admits a dreamy child with disarming candour. The library is open before and after school so parents and children can choose books together – a wonderful way, we thought, to start the day. Reading and technology happily co-exist for these 21st-century girls. ‘Space’ in science, for example, is partnered with Holst’s Planets suite. We watched in awe as children uploaded mysterious, celestial sounds from Neptune onto their iPad, over which they recorded their own ethereal compositions – the harp teacher, playing from the score, added to the wonder.

Fifteen peripatetic music teachers; most girls learn one or two instruments (‘albeit more expensive than market rate,’ grumbles one parent). Plenty of performance opportunities: two string orchestras, chamber groups, ‘incredibly loud’ samba and mariachi bands, folk band, guitar ensembles and a special platform for the trumpeters at the ‘magical’ winter celebration at St Michael’s church. Lots of choirs to add to the joy, including a parent/teacher choir across the whole school.

Greeks got Talent, a year 6 assembly for parents, showcased every girl as a different goddess – wisdom and knowledge trumping strength and beauty every time of course – a truly collaborative affair crossing music, history and English. ‘Individual personalities really shone through,’ said misty-eyed head, poignantly adding that these girls were her first reception cohort and she has, literally, watched them grow. We loved the idea of a WWII history project, sustainability and sewing coming together in a Make Do and Mend workshop – girls learnt how to use sewing machines and made rucksacks from reclaimed materials.

‘We’re lucky with recruitment of enthusiastic teachers who understand the ethos,’ says head, reminding us that the school motto, ‘Conabor’ (I will try), is also applicable to them – interested in pedagogy, up for trying new things and sharing what works. Pupils too are encouraged to ‘have a go’, to ‘speak up, speak out’, to be confident in themselves. A new maths scheme embeds a positive mindset in the girls, rewards them for persevering, taking risks and making mistakes; equally relevant for language learning (Spanish from reception, French from year 3 and an optional German club at the senior school).

Children work at their own level with extra support from TAs (one per class up to year 2, and one per year group thereafter), or ‘stretch and challenge’ for the more able. One parent praised ‘subtle differentiation’ in the classroom; another mentioned ‘excellent’ support, especially in early years phonics and reading. SENCo and part-time learning support teacher help pupils, of whom around five per cent are on SEN register.

Quasi-professional theatre, ‘a wonderful resource’, at senior school elevates drama productions. One child said being on stage ‘gave me confidence’, while another said being in The Lion King was her ‘favourite thing ever’. We watched a fun voice warm-up where girls twisted their tongues around ‘a proper cup of coffee from a proper coffee cup’ in different accents. Art projects are closely connected to the curriculum – cave painting in parallel with Stone Age – and are ‘in tune with exhibitions in London’, says parent. One family admitted to two fossil-collecting trips to Lyme Regis after learning about Mary Anning (may we sensitively add that north London parents are not known to be short on ambition and input for their offspring?). Textiles and ceramics (thanks to kiln at senior school) also on offer. Girls have had prize-winning art exhibited at Royal College of Art and City Hall.

‘Extracurricular provision is now phenomenal,’ says parent. We counted over 100 clubs to suit all tastes – maths riddles, gardening, photography, knitting – mainly run by staff and supplemented by paid extras: music tech, ballet, gymnastics, karate, robotics. Sport has ‘taken off’ with an enhanced team of ‘wonderfully enthusiastic’, ‘high energy’ PE teachers and new Multi-Use Games Area (which, full disclosure, ‘can get slippery in frosty weather’). ‘Much more on offer now, even tag rugby,’ says parent, ‘alongside hockey, netball, cricket, football, gymnastics, with corresponding squads and fixtures.’ Cross-country before school. Popular water sports (sailing, kayaking etc) in the summer for older girls, while younger ones do intensive swimming at Poolside Manor every day for two weeks.

‘TLC every day’ is how one parent sums up pastoral care. The youngest girls are encouraged to express their emotions with ‘kimochi’ characters, even before they have the vocabulary. Friendship issues are talked about in a way which empowers girls to ‘put out the fires when things don’t go right’. PSHE programme includes ‘dreams and goals’; inspirational speakers – poets, Olympians, artists – give talks on how to achieve them. Even the lunches, ‘simply grilled’ salmon and apple crumble, on the day of our visit, get the thumbs up. We’ve never seen such clean plates, although parent of a much younger child says they could have more guidance when choosing. Her child says, ‘I’ll have what she’s having’ and ends up with a jacket potato every day.

‘Very sociable’, ‘international’ parent pool extends to a four-mile catchment, though it still feels like a local school with a strong sense of community. Parents feel involved (cultural festivals celebrated, PTA social events) and appreciate parenting talks on, for example, mobile phone use. Plenty of alumnae mums – no less than five in one year group. Mainly dual-income families – ‘invested, educated, interested’. Wraparound care ‘works well, they want to go,’ says parent: Early Birds from 7.30am; Late Owls pick up at 6pm.

The last word

‘There’s no such thing as a typical Channing girl,’ says teacher; ‘kind and caring’ teaching is individualised accordingly. Lovely bonds between teachers and girls, and among the girls themselves, make everyone feel that they belong to this special community. ‘Girls are transported to a different realm inside the school gates,’ says parent. ‘We couldn’t have given them a better start.’

The Good Schools Guide – Channing Senior School Review

Snapshot

We encourage them to ‘think on their feet, volunteer opinions, float an idea, write an answer in pen.’ Whole-school focus on reading for pleasure comes to life on a Monday morning when every girl has a book on the go – for fun. Ceramic work is imaginative – tiles to mark Black History month, fun interpretations of London tube stations, and a fine display of 1930s Art Deco jugs. Channing girls love the great outdoors, map reading with a glow-in-the-dark headtorch, and a challenge, even if…

Head

Since 2020, Lindsey Hughes, previously deputy head of Lady Eleanor Holles. Educated at Cheltenham Ladies’ College and president elect (2025-2026) of the Girls’ Schools Association, it may not be a surprise that she is a fervent believer in the power of an all-girls education. After studying history at Warwick University, Mrs Hughes found her way into teaching via the circuitous route of marketing (always useful) and social mobility charity the Sutton Trust. Encouraging private and state school partnerships remains a key aim, along with advocating the Unitarian values of its founders – kindness, respect and inclusivity. These values are ‘truly lived’ in the school: ‘Our girls come from a place of privilege, but they are aware of what is going on in the world and feel comfortable across social groups.’ Focusing on the way girls learn, and also on her own leadership, Mrs Hughes sports her ‘10% braver’ badge with pride. Pupils (and teachers) are encouraged to be ‘fearless’ in the classroom, asking questions, taking risks, challenging the status quo and being prepared to think outside the box.

Parents praise her infectious energy and enthusiasm: a ‘glass half full’ head, ‘an incredible female role model’, ‘inspirational’, especially when it comes to public speaking. Pupils appreciate her approachability and humour. On the last day of autumn term she addressed the girls in her usual authoritative way – she has a commanding voice and the presence of a ship in full sail – wearing a Christmas jumper saying ‘Sleigh the Patriarchy’.

Entrance

Main point of entry at 11+ (four or five forms, 100-120 girls), after entrance exam and interview. All girls interviewed regardless of performance in exam as ‘everyone can have an off day’. Reference from primary school also important. Entrance from junior school is automatic; a rite of passage for most (around 45 girls). The remainder come from a number of independent (around 60 per cent) and state schools. A handful of girls join in sixth form, typically with 10 GCSEs, minimum grade 7, in chosen A level subjects. No automatic sibling policy but, all other things being equal, preference is given to siblings.

Exit

Some girls leave after GCSE, tempted by co-ed or state sixth forms (Woodhouse, Camden School for Girls, LaSWAP). Those who decide to stay on for sixth form ‘have no regrets’, appreciating the individual attention, valued relationships with ‘even more focused’ teachers, and many leadership opportunities (head girl team and 18 officers… diversity, sustainability, charity… and a leadership role for every year 12 student). One quarter of leavers went on to STEM degrees in 2024, including two medics, six computer scientists (one specialising in cyber security), two engineers – aerospace and civil – and two neuroscientists. Six to Oxbridge in 2024 (English, classics, modern languages). Leeds, Nottingham, Bristol popular choices. Four to art foundation courses, and overseas offers from Sciences Po in Paris and UCLA.

Latest Result

In 2024, 86 per cent 9-7 at GCSE; 70 per cent A*/A at A level (89 per cent A*-B). In 2023, 87 per cent 9-7 at GCSE; 54 per cent A*/A at A level (83 per cent A*-B).

Teaching and Learning

‘Fearless Learning’ is the mantra, encouraging girls to give it a go, to learn from their mistakes, to be proactive. ‘Conabor’ (I shall try) is the school motto.Teachers too are encouraged to be fearless, sharing research and excellent practice at fortnightly briefings. Cold calling, retrieval practice and fearless questioning are among techniques used to get the best out of pupils. ‘Girls often prefer to be sure of the answer,’ says head; ‘I would prefer them to take more risks.’ We encourage them to ‘think on their feet, volunteer opinions, float an idea, write an answer in pen’.

New focus on science teaching is beginning to pay off: marine biology club, Crest awards (British Science Association’s scheme for project work that inspires young people to think like scientists), sixth form science clubs for partnership schools and the trip to CERN are all examples of a higher science profile. Most girls do three A levels plus EPQ, some do four plus EPQ. Economics is the largest A level subject, followed by psychology, maths and chemistry. History and English are also popular. We liked the idea of word of the week, ‘esoteric’, on a classroom door, and would have liked to hear the GCSE v A level debate: ‘This house believes that Abraham Lincoln is overhyped as an American hero.’

All girls take a language to GCSE – Spanish, French or German from year 7 and an additional language from year 8 – and all study Latin to year 9. We found good, old-fashioned translation in class of ‘Caecilius has a wax tablet’ very reassuring. In line with the Unitarian ethos, RPE (religion, philosophy and ethics), rather than RE, is taught, and there is only setting in maths from year 8. Around 60 per cent take triple science. Further maths and Greek are offered for extra stretch. Whole-school focus on reading for pleasure comes to life in form time on a Monday morning when every girl has a book on the go – for fun.

We are told of an ‘openness to technology’ to enhance learning, with the ambition of becoming one of the first secondary schools in London to become a Google Reference School (sharing best practice across the education community). Technology is used across the curriculum, some subjects, eg biology, solely digital. Girls are trained to be ‘digitally responsible’ and parents too are educated about latest trends and helped to set restrictions on devices.

Learning support and SEN

SENCo, along with two specialist support teachers, assists with any special need, from mild dyslexia to profound deafness. Parents told us how learning support team ‘takes an interest’, ‘follows through’, ‘checks in with girls regularly’; if a parent has concerns, SENCo will sit in on lessons to observe. Nothing but praise from parents for the close communication between pupil, parent and teacher and how ‘intelligence is shared very well in internal briefings at school; all the teachers seem to know what’s going on’. ‘My daughter is treated like a grownup,’ said another. ‘She feels heard.’ ‘Any concern and they will think through ways of helping.’ Noise-cancelling headphones and lunch in a separate room, for example, have been a game-changer for girls with sensory issues. One sixth former said, ‘I honestly wouldn’t be where I am now, but for the personal learning plan they put in place for me. It worked wonders.’ SEN bookclub, Spectrum society and Neurodiversity Week indicate the level of awareness.

Parents told us how form tutors, as first port of call, ‘bend over backwards’ to facilitate the right sort of learning support. Teachers offer one-to-one catch-up for girls who have missed lessons or who need a bit of extra help, and the easy relationship between them means girls are not afraid to ask for help.

The arts and extracurricular

The bright, light-filled stairwell is a gallery of large-scale, impressive artwork – a taste of what is to come when you step into the art room with a view on the top floor. ‘Likeable, warm, encouraging’ head of art gives girls the freedom to explore their own interests; printing and lino presses, darkroom, kilns and sewing machines indicate the range on offer. We would have liked to be at the life drawing class where Bridget Riley spots were projected onto the model for an added layer of interest. Ceramic work is imaginative – tiles to mark Black History month, fun interpretations of London tube stations, and a fine display of 1930s Art Deco jugs.

‘Astounding’ ambition of drama productions in the 244-seater Arundel Centre is a recurring theme. Parents talk of being ‘blown away’ by the singing, dancing and acting talent of the girls. Chicago the Musical, complete with speakeasy jazz club, ‘took school drama to a different level’, and, it seems, remains a hard act to follow. Professional theatre manager and set/costume designer wife bring West End experience to productions, with ‘industry standard’ technology and lighting, all manned by girls. One parent lamented that, as the school has grown, there are fewer opportunities for parts in school plays; others say that the scale of productions, ‘all hands on deck’, means anyone who shows an interest can get involved. One girl said, ‘I’ll never forget the experience’; another told us that ‘teachers genuinely understand and make allowances if you are involved in a production’. Excellent take-up for LAMDA exams – all candidates were awarded honours in 2024.

Music pulsates round every corner: multiple ensembles, orchestras and choirs perform at all levels with informal lunchtime recitals every week, recorded and linked on SoundCloud in weekly newsletter, Word from the Head. Thirteen practice rooms, fully soundproofed percussion studio, and music tech room with 25 iMacs and Yamaha keyboards. Summer concert involves (hot ticket) jazz band, Live Lounge, senior strings, concert orchestra, three choirs and 150 students.

All the clubs you would expect are on offer, and others started on the back of any enthusiasm. DJ club is the most unusual we have come across – one father told us the crossfade between Justin Timberlake and Abba was very impressive – but there’s also FemSoc, classics society book club and anatomy club (starting with the crunchy dissection of a starfish and progressing to a spongy sheep’s brain): ‘Say it, do it!’ No holds barred.

School trips sound exciting. ‘You must go!’ we’re told, and there’s something for everyone: Cuba (history/Spanish), US southern states (politics/history), sketching in Paris. Environmentally aware girls fundraise to offset their carbon footprint and, thanks to their sustainability efforts, including declaring a climate emergency and persuading the governors to choose ‘greener’ building contractors, they have been awarded the Eco Schools Green Flag, with distinction. Taking their lead from the head, debating is popular; 15 students take part in Model United Nations, discussing resolutions including the legality of private military companies and corruption in international sport.

Sport

Head is on a mission to cast aside the historic notion that Channing is not a sporty school. There is still a way to go, but a boosted PE department, additions to the ChanVan fleet, more fixtures (including the first ever U18 football match) and new Channing kit bode well. In the head’s words, ‘Football is flying.’ Netball is seeing more success in the younger years as talented netballers who train outside school come up through the ranks, and the first netball and football tour to Barcelona for years 8-10 should help inspire and get the teams tournament-ready. Individuals have done well in Haringey cross-country and athletics championships and the Channing Eagles, the cheerleading squad, is popular, with prizewinning routines.

Parents still grumble that Stanhope Road playing field could be used more and that sport could be taken more seriously. ‘If you aren’t naturally sporty, it’s easy to opt out.’ A compulsory double period of PE has been introduced for sixth formers when a choice of sports is on offer – rock climbing, netball, fitness among them. One father said the fitness suite should be available round the clock, ‘like private gym membership’; another parent makes her daughters do two sports clubs a week, ‘just to get some exercise’. DofE, however, is huge. Head has witnessed this first hand, donning walking boots to accompany girls on practice days. Thirty per cent of year 12s achieve gold, proving that Channing girls love the great outdoors, map reading with a glow-in-the-dark headtorch, and a challenge, even if team sports are not their thing.

Ethos and Heritage

The only Unitarian school in the UK, founded in 1885 by Miss Emily and Miss Matilda Sharpe, and the Reverend Robert Spears, to educate the daughters of Unitarian ministers. Close links with Rosslyn Hill Unitarian chapel in Hampstead, and a deep underlying ethos of its namesake William Ellery Channing’s values of liberalism, democracy and tolerance – translated into kindness, respect and inclusivity for today’s cohort. ‘If William Ellery Channing were alive today,’ says head, ‘he’d be at one with Greta Thunberg.’ The values haven’t changed, but SLT is already looking ahead to Channing’s 150th anniversary in 2035, ‘reading widely, thinking deeply, asking the big questions’: How may curriculum and teaching be adapted to the world of work? How can we open ourselves up, literally and metaphorically, to best prepare our girls for a rapidly changing world? What might social impact look like? In the Unitarian tradition, community outreach is already huge: working with Lauderdale House artist-in-residence; partnerships with Highgate Newtown Community Partners (‘communiteas’ held at school offering help with digital devices); sharing learning and facilities with St Aloysius’ College (slam performance poetry workshops, sixth form talks, debating, joint Young Enterprise, DT/food tech facilities); breakfast clubs and reading practice at Brookfield and St Joseph’s primary schools. The caring ethos of Unitarianism is also evident in charitable giving. Charity officers are some of the busiest in the school and fundraising for democratically chosen charities is key. On the day of our visit, we were moved to see all girls wearing pink to raise money for the charity dedicated to a schoolmate who passed away aged 17.

There’s not a lot of physical space to play with, or on, but the landscaping is pleasant – potted palm trees against a backdrop of huge Julian Opie ‘walking’ silhouettes, biodiverse nature areas, wildflowers, toad hibernators and, even in winter, a tree canopy over Waterlow Park and Highgate Cemetery beyond. Arundel Theatre, music school, sports hall, fitness suite and attractive sixth form studio are already cheek by jowl and the latest building project – to develop the main teaching block to add food technology, DT suite and more science labs – will only add to the cosiness. At least there’s no time wasted getting from A to B and girls seem to be very content with their surroundings. Sixth form studio was buzzing at break, with chat, energy and the chomping of hash browns – there’d been a run on the garlic bread. As a Tottenham fan pointed out, ‘There’s a magnificent view towards the Emirates football stadium. Gunners, we’re coming to get you!’

Pastoral care, inclusivity and discipline

‘Building relationships rather than creating conflict’ is the way girls are encouraged to think and talk about their actions rather than being disciplined for them; previous rules around tied-back hair and skirt length abandoned in favour of ‘non-judgemental’ conversation. Mobile phones are locked in a Yondr pouch on arrival, and sixth formers have access only at break and lunchtime – that is non-negotiable. ‘They won’t punish you out of the blue,’ says student, ‘it’s more about how can we help you?’ When asked whether the girls are just a little bit too good, head replied, ‘They have just the right level of boisterousness.’

Very high praise from parents who have witnessed pastoral care first hand. Form tutor, counsellor and nurse are readily available to talk about any mental health issue – all concerns approached in a ‘measured’, ‘kind’, ‘non-dramatic’ way. ‘Excellent communication’ with parents and girls; teachers ‘warm and responsive’, quietly ‘in the know’ about individual cases, ‘never too busy’ to help with catch-up lessons. The receptionists too, we are told, are ‘phenomenal’. They know who might be coming in and out at odd times, ‘always a friendly welcome’. Underlying ethos of inclusivity means quirky girls can be themselves; others feel safe ‘working out who they want to be’. Sixth former said ‘there is some relief in not having boys around’, another adding candidly, ‘It’s hard enough being a teenager.’ Comprehensive PSHE programme includes guest speakers addressing disordered eating, sexual harassment, racism and drugs.

Pupils and parents

Parent body ‘very local’, most living within a four-mile radius. Girls are encouraged to use public transport (excellent bus routes) or to walk to school. Parents described as ‘an international bunch, from everywhere’, reflecting the ever-changing demographic of north London. ‘Highly educated, professional, and personally ambitious for their children,’ says head. In spite of the intensity of north London parenting, it is a ‘genuinely lovely community’ with a family feel (some girls are third-generation Channing) and there is a real sense of connection amongst the girls. ‘The whole year are my friends,’ says one enthusiastic sixth former.

Money matters

Music scholarships, applied for separately (grade 5 with merit minimum), include free tuition on one instrument and up to 50 per cent off fees. Sixth form art, music and academic scholarships (the latter after an exam in critical thinking, logic and reasoning and one A level subject paper) are available to existing students and external candidates. Around five per cent of girls are on a significant bursary.

The last word

‘Fearless’ teaching and learning, encouraging girls to step out of their comfort zone and be ‘10 per cent braver’, is reaping academic rewards. It is a useful life lesson too, but not at the expense of school being fun. Girls throw themselves into all aspects of school life, and teacher commitment goes way beyond the classroom. ‘I’ll sing the school’s praises from the rooftops,’ says parent. ‘A grown-up place with a warm core’, says another.