A girls’ secondary in Harborne with a clearly structured day and a reputation for being purposeful rather than frenetic. King Edward VI Lordswood School for Girls is non-selective for Year 7 entry, with girls aged 11 to 16, and a large mixed sixth form for students aged 16 to 19.
Leadership is currently led by Mrs Kerry Cooney (Headteacher). The most recent graded inspection (8 and 9 May 2024) judged the school Good across all key areas, including sixth form provision.
Academically, the headline story is GCSE progress. The school’s Progress 8 score of 0.75 indicates students typically achieve substantially above their prior attainment, while Attainment 8 sits at 53.7. At A-level, outcomes are closer to the England middle band, with A-star to B results slightly above the England average.
For families trying to decide quickly, the positioning is straightforward. A well-ordered girls’ school up to Year 11, with a co-educational sixth form, and admissions driven by Birmingham’s coordinated process, with distance playing a decisive role when oversubscribed.
The school’s culture leans into routines and consistency. The day is tightly organised, with a clear expectation of punctuality and a predictable rhythm of lessons, breaks, and clubs. That matters for many pupils, especially those who do best when expectations are explicit rather than implied. The published structure of the day also signals something about the school’s identity, it is operationally serious, and it wants students focused on learning.
There is also a deliberate sense of “older students helping set the tone”. Sixth formers are positioned as role models, and there are practical examples of cross-age collaboration, such as sixth form reading buddies for younger pupils and joint work on the school magazine, Loud Speaker. The magazine itself appears frequently in school communications, which suggests it is not a token publication but a genuine student platform that staff keep investing in.
A key point for parents is that calm does not mean passive. The school describes its ambition in terms of education plus citizenship, and that shows up in the way leadership roles and student voice are framed, including clubs with a values, equality, and debate focus. For the right pupil, that combination can feel motivating: clear boundaries, plenty of responsibility, and a sense that participation is expected.
This is where the school is strongest relative to England. The Progress 8 score of 0.75 indicates students, on average, make well above average progress from their starting points. Attainment 8 is 53.7, providing a solid “overall outcomes” anchor for parents who like a single summary measure.
In England ranking terms, Ranked 804th in England and 19th in Birmingham for GCSE outcomes (FindMySchool ranking based on official data), the school sits above England average, placing it comfortably within the top 25% of schools in England.
Looking at curriculum breadth and academic balance, the EBacc average point score is 5.03, which is above the England average of 4.08. This often signals a cohort that is coping well with a broad academic mix rather than narrowing too early.
One caution on GCSE interpretation is that not every detailed headline percentage is available here (for example, top grade distributions are not provided). For parents comparing schools locally, the most reliable approach is to use the ranking and progress measures first, then check the school’s subject offer and how well it fits the student.
A practical comparison tool helps here. Families weighing local Birmingham options can use the FindMySchool Local Hub comparison tools to line up progress and ranking data side by side across a shortlist.
A-level performance is more “middle of the pack” in England terms than GCSE, but still respectable. Ranked 1,168th in England and 20th in Birmingham for A-level outcomes (FindMySchool ranking based on official data), this reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile).
Grade distribution adds nuance. A-star to B sits at 48.89%, which is slightly above the England average of 47.2%. A-star and A combined is 20.89%, slightly below the England average of 23.6%. In plain English, it looks like the sixth form produces a healthy volume of strong passes, with a slightly smaller top-grade tail than the England average.
The implication for families is mainly about fit. High-attaining students who want a very top-heavy A-level profile may want to probe subject-by-subject outcomes and set sizes. Students who prioritise steady teaching, clear entry requirements, and a broad mix of academic and vocational pathways may find the offer attractive.
England ranks and key metrics (where available)
A-Level A*-B
48.89%
% of students achieving grades A*-B
GCSE 9–7
—
% of students achieving grades 9-7
The school has been through a period of curriculum refinement, and the most recent inspection commentary supports the idea that sequencing and subject design have been tightened, with strong subject knowledge underpinning delivery. For parents, the useful takeaway is not the rhetoric of curriculum design, but what it produces day-to-day: lessons that build knowledge in a planned order, and students who can articulate what they have learned.
There are also clues about departmental “shape”. Mathematics is described as having been in place longer and showing consistent positive impact, while other areas, including PSHE education, are earlier in their revised implementation. That difference matters because it affects consistency. A pupil who needs highly predictable delivery across every subject may find some variation, whereas a pupil who is resilient and adaptable may be less sensitive to those differences.
The curriculum pages also show a pattern of structured academic support outside lesson time. An example is the English study club running weekly after school for older students, positioned as confidence-building as well as exam preparation. The wider extra-curricular timetable reinforces this model: intervention, support, and enrichment are blended, so “extra time” is not solely for sport and performance but also for academic consolidation.
Because the school has a sizeable sixth form, there are two “next steps” to consider: post-16 progression and post-18 destinations.
The sixth form is co-educational, which changes the social mix and broadens peer groups beyond the girls-only experience in Years 7 to 11. That is a genuine advantage for some students, particularly those who want a bigger setting for A-level and a more mixed environment without leaving the school’s routines behind.
Entry requirements are explicit at subject level. For example, A-level sciences set threshold grades, and A-level Mathematics is restricted to students with a top GCSE grade in Maths (a grade 7 requirement is stated). The implication is that sixth form is not open-ended. Students need to map GCSE targets to the subjects they want to take, and families should read the subject entry grid early in Year 11.
The school’s own admissions policy also signals capacity management, places can be conditional on course capacity, even when grade requirements are met. In practice, that means students should choose a realistic combination of subjects and keep a back-up plan in mind.
Where the school does publish destination information, it focuses on process rather than selective headline percentages. Careers work is framed through the Gatsby Benchmarks and tracking leaver destinations to avoid NEET outcomes. That is a useful indicator of seriousness: careers is not left to chance, and the school expects structured engagement.
From the most recently available leaver destination dataset (2023 to 2024 cohort), 57% progressed to university, 14% entered employment, 3% started apprenticeships, and 2% went into further education (cohort size 108). For many families, the presence of all four routes matters as much as the university share, it suggests a sixth form that expects varied “Plan A and Plan B” outcomes rather than a single pathway.
The school also exposes students to post-18 thinking through targeted events and partnerships, including university engagement and structured guidance activity in school communications.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Good
Year 7 entry is via the Birmingham coordinated admissions process for Birmingham residents, with applicants outside Birmingham applying through their home local authority. The school is explicit that it is non-selective for 11 to 16.
The school’s published admission number for Year 7 is 154. When applications exceed places, priority follows a standard pattern: looked after or previously looked after children first, then siblings, then distance to the school gates measured in a straight line.
For key dates, Birmingham’s published timetable for September 2026 entry states that applications opened 1 September 2025, the closing date was 31 October 2025, and National Offer Day is 2 March 2026. Appeals deadlines are also published within that timetable.
Because distance is crucial when oversubscribed, families should avoid relying on rough estimates. Use the FindMySchool Map Search to calculate and compare your distance to the school gates, then sanity-check it against how Birmingham measures straight line distance in the published admissions policy.
Open events run on a predictable early autumn cycle. For example, the school published open mornings across 22 to 26 September 2025 and a Year 6 open evening on 24 September (with registration requested). It is reasonable to expect a similar late September pattern in future years, but families should always confirm the current year’s dates through the school’s open events page.
The sixth form is co-educational and offers both academic and vocational routes. The admissions policy anticipates 50 external places for Year 12 in September 2026, and also notes an internal transition form process expected by February 2026 for existing students intending to stay on.
A dedicated sixth form open evening is also scheduled in the autumn term, for example 19 November 2025 is listed.
Applications
578
Total received
Places Offered
153
Subscription Rate
3.8x
Apps per place
Pastoral support is framed around consistent routines and “reset” approaches for pupils who step outside expectations. That is often a strong combination in a large secondary setting: boundaries are clear, but the response is not purely punitive.
The leadership structure includes a designated safeguarding lead role within senior leadership, and the inspection record confirms safeguarding is treated as effective.
SEND identification and support is described as active and integrated into learning rather than separate from it, with teachers checking understanding and helping pupils move on securely. For parents of pupils who need additional structure, this emphasis aligns well with the overall “calm and purposeful” positioning.
The most helpful thing about the extracurricular programme is that it is published in detail, down to day, time, and location. That usually signals reliability: clubs run often enough to justify formal scheduling.
There are multiple clubs that strengthen academic confidence rather than simply adding extra workload. Debate Club and Maths Club run in the weekly cycle, alongside STEM club (week-specific), book club, and subject-specific drop-ins for exam cohorts. There is also a Philosothon group for older students, which is a useful marker for families looking for structured discussion and reasoning practice.
The STEM offer is not confined to a single after-school activity. It also includes broader events such as a Year 10 STEM Day and external engagement, including a live webinar with Severn Trent Water, plus references to the Big Bang Fair and the Faraday Challenge at Key Stage 3 level. The implication is a STEM culture that is practical and outward-facing, not purely classroom-based.
Drama is supported through both lunchtime and after-school routes, including a performance club and a school production club in the yearly cycle. Music intervention and performance support also appear in the club schedule, and the student magazine, Loud Speaker, adds a written and editorial outlet that can suit students who are more reflective than performative.
Sport is prominent in the timetable, with football, netball, badminton, and gymnastics all appearing. Facilities are also strong enough to be hired externally, which gives useful detail about what exists on site. The sports hall is listed as 32.4m by 16.2m by 8.9m, with markings and equipment for multiple sports, plus netball courts.
A standout sixth form detail is a listed football activity supported by Aston Villa staff, which suggests structured coaching rather than informal kickabouts.
Duke of Edinburgh Award appears in the club cycle (Year 10), alongside leadership and ambassador roles. The overall implication is a school that expects students to do something beyond lessons, but provides enough structure that participation does not rely solely on confidence or parental prompting.
The school publishes the day structure clearly. Breakfast club and library time run 8:00 to 8:15, students are expected on site by 8:25, and the main teaching day runs through to 15:00, with after-school clubs typically 15:00 to 16:00.
Term dates are also set out for the 2025 to 2026 year, which helps families planning around holidays and childcare.
For transport and logistics, the site indicates parking availability for events and lettings, which is a helpful signal for parents attending evenings and performances. For day-to-day travel, families should assume standard Birmingham urban constraints at peak times, and plan punctual arrival, especially given the published gate closure time.
Admissions can be tight when the school is oversubscribed. The oversubscription criteria move quickly to distance once looked after children and siblings are placed. Families should read the distance measurement method carefully and use a precise distance tool when shortlisting.
Curriculum consistency is still a work in progress in a few areas. Some subjects are further along in revised curriculum implementation than others, and assessment practice is described as variable. For some students this will not matter; for others, consistency across subjects is a key part of feeling secure.
Sixth form entry is structured and capacity matters. Subject-level entry requirements are explicit, and offers can depend on course capacity. Students should plan GCSE targets around intended sixth form subjects early, particularly for high-threshold subjects such as Mathematics.
King Edward VI Lordswood School for Girls suits families who want a non-selective girls’ secondary with clear routines, a calm learning culture, and GCSE progress that stands out strongly in England terms. The mixed sixth form is a further draw, offering continuity after Year 11 with a broader social mix and defined entry requirements.
Who it suits best: girls who respond well to structure, value predictable expectations, and want a school where academic support and enrichment are part of the weekly rhythm rather than occasional add-ons. The primary hurdle is admission when the school is oversubscribed, so shortlist planning should be distance-accurate and realistic.
The most recent graded inspection judged the school Good across all key areas, including sixth form provision. GCSE progress is a clear strength, with a Progress 8 score of 0.75 indicating students typically make well above average progress from their starting points.
This is a state school, so there are no tuition fees. Families should still budget for typical secondary costs such as uniform, trips, and optional activities.
Applications are made through Birmingham’s coordinated admissions process for Birmingham residents, or through your home local authority if you live outside Birmingham. If the school is oversubscribed, priority is given to looked after children, then siblings, then those living nearest to the school gates using straight line distance.
Open events typically run in September for Year 6 families, with open mornings and an evening event. A separate sixth form open evening is usually scheduled in the autumn term. Dates change annually, so families should check the school’s open events listing before making plans.
The sixth form is co-educational for students aged 16 to 19, so boys can apply for Year 12 entry. Entry requirements are subject-specific, and places can depend on course capacity, so students should align GCSE targets with intended A-level or vocational choices.
Get in touch with the school directly
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