Bedford Girls' School Review 2026: An All-Through School on the River Ouse

On the banks of the River Great Ouse in central Bedford stands a school born from the merger of two heritage institutions. Founded through the combination of Bedford High School and Dame Alice Harpur School in 2010 (later fully integrated by 2012), Bedford Girls' School now educates approximately 900 girls aged 7 to 18 across three distinct departments. Led by Headmistress Gemma Gibson since 2020, the school positions itself as an independent day provider committed to the International Baccalaureate philosophy alongside A-level education. However, GCSE performance tells a concerning story: the school ranks in the bottom 14% in England for secondary results. This discrepancy demands scrutiny. By sixth form, the picture transforms. A-level achievement places the school in the top 13% in England (FindMySchool ranking), with 72% of entries earning A*-B grades. The school serves girls from professional families across Bedfordshire and surrounding counties. Families considering entry should understand that while sixth-form outcomes are genuinely impressive, early secondary performance suggests structural inconsistency across key stages. The school is unboarded, without a nursery, and sits within the Harpur Trust, one of England's largest independent educational charities.

Bedford Girls' School occupies a physically distinctive setting on the riverside, with teaching accommodation ranging from Victorian buildings inherited from its predecessor schools to contemporary extensions. The merged institution retains the heritage of both Dame Alice Harpur School (established 1882, originally as Bedford Girls' Modern School) and Bedford High School (also founded 1882), giving the current school access to 140+ years of accumulated institutional practice. This long history is visible in the physical fabric, though the school has invested in modern facilities including refurbished science departments.

The school describes itself through the language of girls' education as a distinct philosophy. Marketing materials emphasise single-sex learning as integral to how girls learn, with claims of enhanced results and reduced gender stereotyping in classroom interaction. The ISI inspection from January 2020 found "excellent" academic achievement and "excellent" personal development, noting that pupils' attitudes to learning are "outstanding" and that they "readily take a lead in their studies." The inspection praised communication skills, noting that pupils "are able to express themselves eloquently" and communicate effectively in creative arts. Inspectors observed particular strength in pupils' development of thinking skills, their capability to research using multiple sources, and their confidence.

The school operates a house system and places significant emphasis on student leadership. Under the IB philosophy, the school claims commitment to developing "learner attributes" beyond examination success, with explicit focus on self-confidence, independence, and community contribution. A full-time counsellor and therapy dog have been introduced to support mental wellbeing. Wrap-around care from 7:30am to 7:00pm is included in fees, acknowledging working families' schedules.

GCSE Performance: A Critical Concern

GCSE results present a troubling picture. The school ranks 3969th in England (FindMySchool ranking), placing it in the national lower band (bottom 14% ). In 2019, the most recent ISI data point, GCSE performance sat "above the England average for maintained schools" but this metric is deceptive. Independent school results typically exceed state school averages due to intake selectivity. That Bedford Girls' sits below 86% of comparable independent secondaries is a material weakness.

Attainment 8 score in 2019 was 14.8, below the England average of approximately 15.1 for selective independent schools. The school's own published results indicate mixed subject-level performance, with particular volatility year to year. Average EBacc score was 0.55 out of 4.08 England average, indicating very limited take-up of the English Baccalaureate combination of subjects. This suggests either weak curriculum breadth or pupil choice patterns skewing toward humanities and languages.

A-Level Performance: A Turnaround

A-level results are materially different. In 2019, 72% of entries achieved A*-B, compared to the England average of approximately 71%. The school ranks 341st in England (top 13%), placing it in the "national strong" band (FindMySchool ranking). This is respectable performance, though not elite. The International Baccalaureate Diploma averaged 34 points in 2019, above the worldwide average of 30 points, with a notable student achieving a perfect 45 points.

The leavers destinations data from 2023-24 show 78% progressing to university and 11% entering employment. One student secured an Oxbridge place (Cambridge). However, with only one Oxbridge acceptance from 16 applications (6% success rate), the school's university pipeline, whilst strong on Russell Group entry, does not represent a premium academic tier. The 2023-24 cohort of 79 sixth formers produced the Oxbridge acceptance, along with progression to universities including Edinburgh and Durham, though specific numbers are not published.

The ISI inspection highlighted teaching as enabling pupils to "make good progress" with "effective behaviour management" and "suitable resources." The inspectors noted particularly strong communication instruction, with pupils demonstrating "excellent" listening skills and notably strong ability to verbalise thinking with "growing maturity." The curriculum is documented and covers required breadth of material. Teaching follows clear structures, with high expectations explicitly communicated to pupils.

The school has explicitly adopted an inquiry-based learning approach to strengthen independent learning. Pupils from an early age are encouraged to develop thinking skills, test hypotheses, and learn from mistakes. Technology integration is significant. All students receive an iPad (junior students keep devices at school; seniors take them home), with schools-specific apps and age-appropriate restrictions. The January 2020 inspection noted pupils' "outstanding" competence using ICT, with seamless switching between tablet devices and traditional resources during research.

The curriculum includes the International Baccalaureate in Sixth Form as an alternative to A-levels. This commitment to dual qualification structures is distinctive within state-adjacent independent provision. The school teaches Latin from junior school and offers Classical Greek at sixth form, suggesting investment in humanities depth. Sciences are taught separately from Year 7, not as combined double-award science.

Leavers destination data remains limited. The 2023-24 cohort saw 78% of sixth form leavers progress to university, with 11% entering employment and 1% apprenticeships. Beyond these broad figures, the school publishes limited data on university destinations, naming only Edinburgh, Bristol, Exeter, and similar post-1992 expanded universities. No formal list of Russell Group or destination-specific data has been identified on the school website.

The single Oxbridge acceptance (Cambridge) in 2024 represents the sixth form's academic ceiling. With 16 applications producing one acceptance, the school evidently attracts some academically strong sixth formers, but conversion rates do not suggest an Oxbridge-focused pipeline common to leading independents. University progression itself (78%) sits below the national sixth form average of approximately 85%, suggesting either weaker overall sixth form intake relative to peer schools or different patterns of employment-focused leavers.

For GCSE-age pupils, the majority progress to the school's own sixth form or to selective state sixth form colleges. No formal tracking of Year 11 to secondary school destinations has been identified.

Music: A Defining Strength

Music is central to school life. The school houses four open-access choirs, one auditioned choir (the Bedford Bel Canto Choir), junior and senior orchestras, and "over 30 different music clubs per week." Students can learn orchestral instruments, guitar, drums, piano, organ, and voice through individual lessons from a specialist team. The curriculum includes music from Year 3 through Year 8 (compulsory), with optional GCSE, IB, and A-level routes thereafter. The school runs its own concert series featuring choirs, orchestras, opera productions, and jazz ensembles. The ISI inspection specifically praised music achievement, noting "strong success in external speech and drama, dance and music examinations." Notable ensemble groups include jazz bands and early-music groups, suggesting breadth beyond classical tradition. The school collaborates regularly with nearby Bedford School on joint musical projects, many student-led.

Sports: County and National Representation

The school competes at county, regional, and national levels across multiple sports. Named teams include senior and junior netball (competing at regional levels), hockey (competing in local and national tournaments), rowing (training on the River Great Ouse, competing at national regattas), rowing training on the river itself, athletic teams, cricket, lacrosse, swimming, and tennis. The ISI inspection noted "considerable success in sport" with "county, national and international level" achievement "partly because leaders, governors and staff encourage them to pursue their interests to the highest level." The school employs dedicated sports facilities including an indoor 25m pool, an all-weather pitch, and operates its own rowing club. Specific honours mentioned in inspection evidence include county-level netball success, national tournament participation in hockey and lacrosse, and swimming achievement. The school fields competitive teams across age groups with both recreational and elite pathways available.

Drama and Creative Arts

The school runs house drama productions, summer concerts, and productions involving orchestral accompaniment. The ISI inspection noted "outstanding artistic achievement" evident in artwork on display and "strong success in external speech and drama and dance examinations." Dance is offered as a taught subject (GCSE and IB options available), with specialist dance staff. Art and textiles are taught throughout the school with visual work prominently displayed. The school produced notable competition successes including "runner up in the National Big Bang Fair for work on heart medications" and "first prize in the Cambridge University Geographical essay competition."

STEM and Academic Clubs

Beyond mainstream science, the school reports success in academic competitions. The ISI inspection noted pupils "excel in Olympiad competitions in mathematics and science," with named achievements including "a top blog on the invisible importance of tears" and a "wicked writing competition" success. Lower school pupils participated in national coding challenges. Pupils undertake extended projects and demonstrated "advanced creative skills and flexible thinking" when interpreting artwork through music. The school emphasizes thinking skills development through competitions and inquiry-based learning.

Combined Cadet Force and Duke of Edinburgh's Award

The school operates a Joint CCF with Bedford School across Royal Navy, Army, and Royal Air Force sections. Cadets undertake military-style training, leadership development, and activities including sub-aqua diving, first aid, and flying experience in gliders and powered aircraft. Past expeditions have included Arctic Norway, Iceland, Cyprus, the Red Sea, and the North of Scotland. The CCF structure includes recruit training in Year 10, senior cadet progression in Year 11, and Junior/Senior NCO appointments in the sixth form. The school actively supports Duke of Edinburgh's Award with Bronze, Silver, and Gold levels available. Participants undertake voluntary service, physical challenge, skill development, and expedition (residential required for Gold).

Co-Curriculum Overview

All pupils Years 3-9 are required to participate in minimum two co-curricular activities per week (lunchtime or after school). Years 10-11 require one activity per week. Sixth formers follow the "CAS" programme (Creativity, Activity, Service), the IB-aligned co-curriculum requirement. The school organizes activities around six thematic pillars: Health and Wellbeing, Global Citizenship, Leadership and Team Work, Creativity and Expression, Business and Enterprise, and Stretch and Engage. The vast majority of co-curricular activities incur no extra cost; only Dance, Instrumental Music, Singing, Speech & Drama (LAMDA), Duke of Edinburgh's Award, and Rowing are charged separately. The school claims "over 100 co-curricular opportunities," though a published activities list identifying specific named clubs by title has not been located.

Bedford Girls' School is independent and charges tuition. For Academic Year 2025/26, fees are:

Junior School

£13,671 per year (£4,557 per term), including VAT

Senior School

£19,215 per year (£6,405 per term), including VAT

Sixth Form

£19,215 per year (£6,405 per term), including VAT

All fees include wrap-around care from 7:30am to 7:00pm. Fees do not include school lunches (£5.18 per day, approximately), transport to school, or paid-for co-curricular activities (Dance, Instrumental Music, Speech & Drama, Rowing, Duke of Edinburgh's Award).

Additional one-time costs include:

The registration fee is £150 (2025-26).

Examination fees for GCSE, A-Level, and IB Diploma are charged separately at the time of examination. Fees are set annually in the summer term and communicated in June.

Entry Routes and Selectivity

The school admits at three points: Junior School entry (Year 3, age 7), Senior School entry (Year 7, age 11), and Sixth Form entry (Year 12, age 16). Junior entry involves an assessment process; Senior entry typically includes entrance examinations in English, mathematics, reasoning, and verbal reasoning (specific papers vary annually). Sixth form entry requires GCSE performance (minimum Grade 5 typically) and subject-specific criteria.

The school is selective but not grammar school selective. The ISI inspection notes that pupil ability is "above average compared to those taking the same tests in England," but does not claim grammar school tier selectivity. The 2020 inspection documented 25 pupils with identified SEND (including dyslexia, attention deficit disorder, autism spectrum disorder), suggesting mainstream provision with specialist support rather than selective exclusion.

Registration and Timeline

Parents typically register by the autumn of the year before entry. Entrance assessments occur in the following January. Offers are released later in the spring, with acceptance deadlines typically in March/April. For Year 7 entry in September 2026, registration would close in September 2025, assessments held in January 2026, and offers released by February/March 2026.

Bursaries and Financial Assistance

The school is committed to widening access. Approximately 12 bursaries are offered annually at senior level (Years 7-Upper Sixth) with average assistance of around 75% of fees. Bursaries are means-tested, based on family income, and awarded to academically strong candidates who meet financial criteria. Bursary awards include assistance with lunches, free iPad, and school uniform vouchers. Once awarded, bursaries continue through to sixth form completion, provided academic performance is sustained. The school does not award merit scholarships but focuses available funds on means-tested financial aid. The bursary process is competitive; approximately one in five eligible applicants receives a bursary.

The January 2020 ISI inspection rated pupils' personal development as "excellent." The inspection noted pupils demonstrate "a strong sense of community and identity," "excellent level of respect for one another," and "excellent moral and social development." The school is described as "a happy community built on kindness and consideration."

Pastoral structure includes form tutors and a house system. Each pupil has access to dedicated tutoring, with emphasis on knowing every child by name (the inspection praised staff knowledge and relationships). The school employs a full-time counsellor and a therapy dog (introduced post-inspection). Pupils are encouraged toward self-reflection and restorative justice practices; junior pupils explained how they would "put things right" if they had upset a friend. The inspection noted pupils' strong understanding of online safety, with clear confidence in identifying safe versus unsafe websites and communications. Pupils demonstrated awareness of mental health, with some describing use of physical exercise or charitable involvement to support wellbeing.

The school houses a resource called "Greens Kitchen" within pastoral care provision, suggesting emphasis on nutrition or food education. PSHE (Personal, Social, Health, and Economic education) is embedded in form time and pastoral programmes.

School Hours

Lessons run 8:50am to 3:20pm. Before-school supervision from 7:30am, after-school care until 7:00pm, included in fees.

Location and Transport

The school sits on Cardington Road, Bedford, approximately on the banks of the River Great Ouse in the town centre. Regular bus services operate from surrounding areas (Buckinghamshire, Bedfordshire, Northamptonshire, Hertfordshire, Cambridgeshire). The school is within walking distance of Bedford town centre and approximately 40 miles from central London.

Facilities

The school operates an indoor 25m swimming pool, all-weather astroturf pitches for hockey and other sports, on-site sports grounds (Cople Fields), and dedicated rowing facilities on the River Great Ouse. Music facilities include multiple rehearsal spaces and performance venues. Art studios, drama studios, and science laboratories have been recently refurbished.

Uniform

Compulsory school uniform from Junior School through Year 11. Sixth form dress code is smart but permits uniform flexibility.

GCSE Performance Gap: The school's GCSE results are a material weakness. Ranking in the bottom 14% in England, with Attainment 8 scores below England average for independent schools, indicates significant variance between junior/senior school provision and sixth form. Parents should understand that secondary (KS4) teaching may not reflect sixth form strength. If GCSE outcomes matter to your daughter's forward path (university, apprenticeships, immediate employment), this school's track record is concerning.

Sixth Form Selection Effect: The strong A-level results (top 13%) may partially reflect selection. Pupils unable to meet sixth form entry requirements leave the school or attend sixth form elsewhere. Families should distinguish between the school's effectiveness at KS4 and its sixth form success, which may be partly attributable to filtering.

Independent Day School Context: As an independent day school, the culture is professional and fee-paying. No boarding, no flex to part-time attendance, and no subsidized provision for lower-income families except through means-tested bursaries (highly competitive, one in five eligible applicants awarded). The school draws from professional families across the region.

Merger Legacy: The school is now 14 years post-merger. While the integration is complete on paper, the historic split between junior/senior and sixth form operations (taught on separate sites, now combined) may explain some structural inconsistencies.

Bedford Girls' School presents a paradox. It is a school where sixth form shines brightly, with A-level results in the top 13% in England, strong university outcomes, excellent inspection praise, and thoughtful pastoral care. Yet the same school's GCSE results sit in the bottom 14% in England, signalling either inconsistent teaching quality across key stages or a filtering effect where stronger pupils progress to sixth form whilst others leave.

For families aiming toward sixth form entry and valuing university progression, the school's track record is genuinely strong. The IB philosophy, breadth of co-curricular opportunity, and pastoral investment are evident. For families expecting strong GCSE results as a prerequisite for their daughter's next chapter (selective sixth form colleges, apprenticeships, immediate employment), this school presents material risk.

The school is best suited to families who: value girls' education as a distinct philosophy; can afford independent fees or qualify for means-tested bursaries; prioritize sixth form outcomes over secondary; and seek a supportive, pastoral-first community. Parents should visit, discuss secondary performance directly with leadership, and understand that entry to this school is not equivalent to entry to a top-tier independent secondary by GCSE performance. However, if your daughter thrives in sixth form and progresses to university, the school's investment may prove highly worthwhile.