Redmaids' High School Review 2026: Nearly Four Centuries of Girls' Education

Nearly 390 years of girls' education in Bristol began with an extraordinary act of charity. The school traces its roots to 1634, when wealthy Bristol merchant and three‑time mayor John Whitson left money in his will to establish a school, for some forty ‘poor women and children’; he stipulated they should be ‘apparelled in red’, a nod to the cloth‑trade fortune that funded it. Today, Redmaids' High School stands as England's oldest surviving girls' school, and in 2025 it has just joined the prestigious Girls' Day School Trust, marking a significant partnership for Bristol's leading independent school.

The school exists in its present form since a 2017 merger between Redland High School for Girls (established 1882) and the Red Maids' School. With 803 girls aged 7 to 18 spread across junior, senior, and sixth form divisions, the school has moved far beyond its charitable foundations to become one of the country's most academically selective independent girls' schools. In 2025, The Sunday Times ranked it the top school in Bristol for academic excellence.

Results tell the story of a school firing on all cylinders. At GCSE, 73% of grades landed in the 9-7 band (A*/A equivalent), placing Redmaids' High in the top 3% of schools in England (FindMySchool ranking). At A-level, 81% achieved A*-B grades. Three students secured Oxbridge places in 2024. The most recent ISI inspection in February 2025 confirmed that all statutory standards are met across leadership, quality of education, wellbeing, and safeguarding. For families seeking an independent school education grounded in genuine academic rigour, pastoral warmth, and four centuries of continuity, this school delivers.

Past the gates at Redmaids' High, the first thing you notice is the quality of the buildings. The main campus combines period architecture with modern investment. Westbury Road in Westbury-on-Trym places the school on the fringes of Bristol city centre, in suburbs characterised by substantial Victorian properties and tree-lined avenues. The main school buildings include Burfield House, the historic heart of the Red Maids' institution, where John Whitson's own resplendent fireplace survives as a physical reminder of the school's charitable founder. Alongside this sits modern facilities: dedicated teaching spaces, laboratories, performing arts venues, and sports halls built within the last decade.

The girls wear the distinctive red uniform, directly honouring Whitson's original insistence that his pupils be "apparelled in red." In the senior school, this comprises a red and green checked kilt with red jumper and red blazer. The choice of colour is not ceremonial affectation but deliberate identity, and the school's annual Founders' Commemoration Day involves a formal procession through Bristol city centre where every girl dons the traditional red, a sight that connects the current generation directly to 390 years of predecessors.

The house system shapes daily life here. Four vertical houses named after John Whitson's merchant ships (Maryflowre, Seabreake, Discoverer, and Speedwell) encompass girls from Year 3 to Year 13. The system encourages cross-age mentoring and camaraderie beyond the immediate form. House competitions span drama, music, dance, hockey, netball, and debating, creating a sense of allegiance that extends beyond the individual form group.

Under Paul Dwyer's leadership since September 2020, the school has successfully navigated the merger integration that followed 2017, establishing a unified identity while respecting the distinct traditions of both founding schools.

Staff describe a workplace where they "love coming to school every day." The pastoral culture is warm without being saccharine. Girls report feeling genuinely known; small class sizes (especially in the junior school) mean that each individual's strengths and needs are understood. Behaviour is consistently good. Bullying is rare and dealt with swiftly. The atmosphere is one of mutual respect rather than fear.

GCSE Outcomes

73% of GCSE grades in 2024 were in the 9-7 band, well above the England average of 54%. This translates to a tangible reality: most girls here achieve top grades across their subjects, and competition for university places is fierce.

Redmaids' High ranks 158th in England for GCSE performance (FindMySchool ranking), placing it in the top 3% of schools in the top 10% of schools in England Locally, it ranks 2nd among Bristol schools. These rankings reflect consistent year-on-year excellence; the school has held this position for several years, indicating sustained excellence rather than a single cohort's exceptional performance.

The curriculum structure allows breadth at GCSE. Pupils choose options across sciences, languages, humanities, and creative subjects. The school offers separate sciences rather than combined science, enriching the learning experience for those with scientific interests. Three modern languages are available (typically French, Spanish, and German or Mandarin), allowing girls to follow their linguistic aptitudes. Choices in English literature, history, geography, art, music, and design technology add depth.

A-Level Results

At A-level, 81% of grades achieved A*-B in 2024, compared to the England average of 47%. This figure is well above average and reflects the selective entry to sixth form and the rigorous teaching here.

The school ranks 136th in England for A-level performance (FindMySchool ranking), placing it in the top 5%. This sixth form pathway attracts both internal progression from Year 11 and external candidates seeking independent school A-level education in Bristol.

Twenty-six subjects are offered at A-level, including some less commonly found combinations: Classical Greek, Russian, History of Art, Further Maths, and Physics all feature alongside the traditional core sciences and humanities. The enrichment programme, called Athena, offers Olympiad training and competitions for those seeking additional challenge beyond the standard curriculum.

Teaching here is intellectually coherent and deliberately sequenced. The 2025 ISI report confirmed that lessons are well-structured and incorporate collaborative and independent learning activities, with subject-specific vocabulary embedded to enhance fluency across disciplines. Teachers demonstrate secure subject knowledge, and pupils engage in higher-order thinking from an early stage.

This means lessons that move beyond surface-level learning. A Year 9 religious studies lesson observed by inspectors saw pupils developing independent thinking on questions such as the role of the langar (communal kitchen) in Sikhism. In art, girls set themselves aspirational targets and work towards them while completing portfolios. Mathematics pupils considered solutions beyond the normal curriculum. This structured approach to appropriate challenge is deliberate school-wide policy.

Assessment is continuous and diagnostic. Teachers analyse data systematically to track progress and identify gaps. Feedback is constructive and tailored: verbal feedback in lessons, written comments on work, and subject clinics available for additional support. The school recently evolved its written reports to parents, moving towards more nuanced and detailed feedback that supports genuine development rather than merely summarising grades.

For pupils with special educational needs, individualised plans (in junior school) and learner profiles (in senior school) guide teaching strategies. The SENCO works systematically to identify needs early and provide targeted support. The school has identified 190 pupils with SEND, for whom specialist staff provide focused assistance. Support happens within mainstream classes where possible, with specialist intervention where needed.

Pupils who speak English as an additional language benefit from targeted adjustments. These might include studying one modern foreign language instead of two, freeing additional time for English support sessions. The school tracks their progress carefully, and girls report growing confidence in whole-school events like assemblies and presentations.

University Progression

In the 2023/24 cohort, 69% of leavers progressed to university. Destinations reflect the school's academic position. Three students secured Oxbridge places in 2024 (all Cambridge; none Oxford). This places the school among selective independent schools in England but indicates that Oxbridge represents the outlier destination rather than the norm.

The school's strength lies in consistent progression to good Russell Group universities. Beyond Oxbridge, pupils secure places at universities including Imperial College, UCL, Edinburgh, Bristol, Warwick, Durham, and Exeter. The careers programme, which spans multiple years, helps girls understand their options and build realistic yet aspirational goals. The programme includes Year 10 careers mornings with alumni and parent mentors delivering talks across professions, work experience placements, and external mentoring from industry and university partners.

6% of leavers progressed to further education, 1% to apprenticeships, and 10% to employment. The diversity of pathways reflects the school's commitment to recognising that success takes many forms.

Sixth Form Entry Requirements

Entry into sixth form is selective. Girls must typically achieve grades 6-7 (B or above) at GCSE across their subjects to proceed. This ensures that the sixth form cohort has already demonstrated strong ability, and it maintains the academic intensity that characterises upper school teaching. External candidates apply through the school's own entrance process, demonstrating equivalent ability.

This is where Redmaids' High truly distinguishes itself. The extracurricular programme is extensive and richly varied, offering genuine opportunities for genuine mastery rather than just ticking boxes.

Sports: Scale and Specialisation

Sport is central. The school offers more than 35 clubs and provides PE and Dance qualifications at GCSE and A-level. Girls participate in athletics, badminton, basketball, canoeing, caving, climbing, cricket, cross-country running, dance, fencing, football, gymnastics, hockey, netball, tennis, and orienteering. This breadth ensures that almost every sporting interest finds expression.

The core facilities on the Westbury campus include a full-size hockey pitch astro with integrated long jump pit, outdoor hard courts lined for netball or tennis, an indoor sports hall, and a separate dedicated dance studio. The junior school benefits from play areas maintained to high standards. Additionally, the school has invested in The Lawns, an off-site facility several minutes by minibus, which features a national hockey federation standard pitch, netball courts, tennis courts, multiple cricket wickets, a 3G football pitch, and extensive athletics space.

In the junior school, Olympic-style awards recognise qualities like friendship, teamwork, and perseverance, promoting inclusive participation. Senior school athletes achieve notable success at local and national levels. Specialist coaching enhances skill development across age groups. The school emphasises participation and competition equally, creating a culture where pushing yourself athletically is valued whether competing at county level or discovering a new sport.

Bronze Duke of Edinburgh take-up is very high, and girls regularly progress to silver and gold levels through climbing, caving, and orienteering expeditions in the nearby Mendips. This combination of structured outdoor adventure and competitive sport creates a physical culture that genuinely suits varied temperaments.

Music: A Genuine Programme

Music is similarly comprehensive. The school offers options to study music or music technology from Year 9 onwards, with many students pursuing both. From samba to madrigals, the musical diet is genuinely rich.

Named ensembles include the Redmaids' High Chamber Choir, which achieved runner-up status in the GSA Choir of the Year competition. The symphony orchestra performs across the year. Jazz ensembles and smaller chamber groups provide specialised pathways. Music scholarships for Year 7 and Year 9 entry offer up to 50% fee reduction for those demonstrating strong potential, with optional free tuition on up to two instruments in school.

Music practice is integrated into school life through lunchtime and after-school clubs, making instrumental learning and ensemble participation accessible to all, not just those with private tuition.

Drama and Performing Arts

The school fields dramatic productions with genuine scale and ambition. Students securing professional acting roles adds credibility: alumna Niki starred in the film Blinded by the Light (directed by Gurinder Chadha), and another student landed a role in ITV's adaptation of Jane Austen's Sanditon. Approximately 700 young people auditioned for that production; the casting director thanked the school specifically for providing "incredibly talented girls." This is not hyperbole but earned through investment in drama teaching and opportunity.

Three performing spaces accommodate different scales of production, from intimate pieces to full-scale school productions. The drama curriculum at GCSE and A-level prepares girls for university drama studies or simply deepens their enjoyment of performance and storytelling.

Clubs and Societies

The school maintains a culture where students can initiate clubs reflecting their interests. Named options include:

Academic and intellectual: Philosophy club, debating society, Linguistics Olympiad team, Athena extension programme (academic challenge with links to university lectures and competitions)

Community and identity: Pride Club and Neurodiversity Club, both student-led and attracting broad participation. These provide safe spaces and reinforce the school's commitment to inclusion and diversity.

Media and communication: Redmaidio, the school's own radio station with a dedicated studio, allowing girls to produce and present their own shows, often featuring discussions on diverse viewpoints. This facility is genuinely professional-standard and offers girls real media literacy experience.

Creative: Creative ballet, art clubs, DaisyChain magazine (termly student publication edited by the Head of English)

Outdoor and adventure: Climbing and caving clubs, orienteering, Duke of Edinburgh at Bronze, Silver, and Gold levels

Academic clinics: Subject-specific support sessions where girls can seek additional help, particularly useful as assessment time approaches

Before and after-school clubs run throughout the week. Lunchtime clubs add further variety. This density of offering means that girls typically participate in 2-4 regular activities beyond timetabled learning, embedding a culture of engagement and breadth.

Enrichment Programmes

The school explicitly recognises that education happens beyond the timetable. Annual events include Culture Week, where visiting speakers, art workshops, and literary events nurture empathy and respect for different communities. Holocaust Memorial Day and World Afro Day are marked in assemblies and curriculum time. Chinese New Year celebrations and presentations by girls sharing their heritage from Hong Kong or Ukraine ensure the school community understands global context.

The Year 10 careers morning with 20+ talks across professions helps girls begin envisioning future pathways. A careers conference hosted for girls across the south-west of the UK reflects the school's reach and standing. Work experience placements help girls understand real-world career reality.

The school maintains international partnerships and a thriving alumnae network. Girls benefit from connection to this extended community of successful women, many of whom mentor current students or return to speak at school events.

Day fees are £3,870 per term for the junior school (Years 3-6) and £5,680 per term for the senior school (Years 7-13) as of recent information. This equates to approximately £11,610 per year for junior pupils and £17,040 per year for senior students. VAT is not currently included in these figures, though schools under GDST may factor VAT into future fee structures.

The school positions itself as "not-for-profit," emphasising that fee income is reinvested in teaching quality and learning environments tailored to how girls learn best. Sibling discounts apply, and families should contact admissions for current discount structures.

Financial assistance is meaningful and transparent. Beyond bursaries, the school offers academic scholarships (non-means-tested merit awards), music scholarships, sports scholarships, and art scholarships. The existence of fully-funded places acknowledges the school's charitable heritage and commitment to ability-based rather than wealth-based selection.

For families considering independent education, the fee level positions Redmaids' High at the mid-to-upper end of Bristol's independent schools, reflecting investment in facilities, staffing, and curriculum breadth.

Admission to the junior school (Year 3 onwards) follows the school's own assessment process. The school is selective, assessing girls' learning potential through age-appropriate tests in English, reasoning, and mathematics. Around 156 pupils are in the junior school across multiple year groups.

Entry to the senior school at Year 7 is more competitive. The school sits entrance exams in English, mathematics, reasoning, and non-verbal tests. Entry is highly selective; the school receives substantially more applications than places. The entrance exam has been redesigned in recent years to reduce tutoring advantage, though informal observation suggests that tutoring remains common among families choosing independent schools at this level.

Entry to sixth form is through GCSE results plus further assessment. Students must achieve grades 6-7 across their subjects to progress internally; external candidates apply through the school's formal entrance process.

Scholarships are available at Years 7, 9, 10, and 12 for academic, music, sport, and art achievement. Academic scholarships reward excellence across the entrance exam. Music scholarships offer up to 50% fee reduction at Years 7 and 9 for those demonstrating strong musical potential. Sports scholarships recognise girls playing at club or area level with potential for regional or national competition.

Bursaries are available and genuinely meaningful. Most bursaries offer up to 50% fee discount, and the school offers two fully-funded places annually as a direct echo of John Whitson's charitable founding. Special awards at Year 7 include two 100% funded places annually, plus discretionary awards available for girls showing particular potential. Assessment of bursaries considers both parents' income and capital assets.

Pastoral care is one of the school's genuine strengths. Form tutors lead small tutor groups and maintain detailed knowledge of each girl's wellbeing and progress. Form time includes PSHE education covering relationships and sex education, personal development, and understanding of self. The PSHE programme is age-appropriate, well-planned, and supported by visiting speakers from external agencies.

The school maintains dedicated wellbeing rooms in both junior and senior school, providing quiet spaces for pupils needing support. Three school counsellors and a clinical psychologist offer accessible mental health support. Pupils can self-refer or be referred by staff, ensuring no barriers to help.

Behaviour is managed through clear, consistently applied codes. The school has developed a structured anti-bullying policy, and instances of bullying are rare. When they do occur, they are addressed thoroughly and promptly, with clear action plans and follow-up.

The medical centre is well-equipped and staffed by three qualified nurses. All medical consultations are recorded on the school's system, and prescription medication is administered upon receipt of appropriate documentation. Nurses provide medical briefings for school trips, ensuring pupil safety during off-site activities.

Physical environments are maintained to high standards. Teaching spaces are bright, well-maintained, and secure. Chemicals and hazardous equipment are locked away. Play areas across both junior and senior school sites feature regularly inspected and maintained equipment. Supervision before, during, and after school is appropriately managed.

Fire risk assessments and action plans are completed regularly. Fire drills occur each term; annual lockdown drills prepare for emergency situations. This comprehensive approach to safety and emergency preparedness reflects leadership's commitment to a secure physical and emotional environment.

Attendance is monitored closely and reported to the local authority at non-standard transition points. The school maintains a robust approach to keeping accurate records of all pupils' whereabouts throughout the school day.

The school day runs from 8:50am to 3:20pm for senior students, with gates opening from 8:30am for early-arriving pupils. Before-school care begins at 7:45am, and after-school club runs until 6pm. This flexibility accommodates working families and allows girls to participate in clubs and enrichment activities without logistical pressure.

The junior school operates slightly different hours aligned to primary school patterns. Holiday club operates during main school holidays, providing care during the six-week summer break and half-term periods.

School lunches are provided on-site, and girls can bring packed lunches if preferred. The dining facilities accommodate all dietary requirements, including vegetarian, vegan, and culturally specific preferences.

Transport links are reasonable. The school sits in Westbury-on-Trym, approximately 4 miles from Bristol city centre. Bus routes serve the area, and the school provides detailed transport information to families. The off-site sports facility at The Lawns is accessible by school minibus for PE lessons and fixtures, ensuring no pupil is disadvantaged by the location.

Parking on-site is limited, reflecting the suburban context and encouraging sustainable transport. However, drop-off and pick-up areas manage the morning and afternoon flow. Families living further afield should plan accordingly or utilise transport links.

Academic intensity and competition: This is a school designed for girls who thrive in academically rigorous environments where competition is healthy and achievement is celebrated. Girls who prefer a gentler, less pressured learning experience may find the pace challenging. The entrance exams themselves are competitive, and the peer group here comprises girls who have succeeded in selective assessment. This is not a "supportive, low-pressure" option; it is a school that will push able students.

Entry barriers: Securing a place here is genuinely difficult. The junior school is selective from Year 3 onwards. Senior school entry is highly competitive. External sixth form entry requires demonstrating ability equivalent to girls who achieved grades 6-7+ at GCSE. Families interested in this school should understand the entrance requirements and be realistic about their daughter's assessed ability relative to the cohort. Tutoring for entrance exams is common, though the school's redesigned papers aim to reduce advantage from coaching.

Cost: At £17,040 per year for day pupils, this is a significant financial commitment for most families. While bursaries exist and are meaningful, families without bursary support should budget carefully. Fees have risen as the school joined GDST; further increases are likely as VAT implications are absorbed.

Single-sex education: This school is girls-only from Year 7 onwards. For some families, this is a deliberate choice; for others, it represents an unexpected constraint. The school makes a clear case for the benefits of girls' education, increased confidence, leadership opportunities, freedom from gendered social pressures, but families seeking co-education should look elsewhere.

Location and transport: The school sits in Westbury-on-Trym rather than central Bristol. Public transport is available, but families without easy access should factor travel time into their decision. The off-site sports facility requires minibus travel, which is efficient but adds logistical complexity to PE lessons and fixtures.

Redmaids' High School represents one of Bristol's finest independent schools and the oldest surviving girls' school in England. Four centuries of educational heritage combine with recent investment to create a school that is simultaneously traditional and forward-thinking. Academic results rank among the highest in the region. Teaching is rigorous and well-planned. Pastoral care is genuine and attentive. Extracurricular provision is extensive and genuinely enriching rather than merely superficial.

The school is best suited to families seeking genuinely rigorous academic education for able girls, in a supportive community that balances high expectations with attention to each individual's wellbeing. The entrance exams are genuinely selective; families should be confident of their daughter's ability to compete. The fees are substantial; financial assistance exists but is competitive. The school culture values achievement, leadership, and development of the whole girl, academic excellence matters, but so do creativity, sport, and service to community.

The recent move to join GDST marks a significant partnership that will bring additional resources and network benefits. The school remains grounded in its Bristol community while gaining access to the resources and expertise of one of England's leading independent school trusts. For the right family and the right girl, this school offers an exemplary education.