St Mary's School, Cambridge Review 2026: An All-Through Education Built for Girls

Past the gates in central Cambridge during drop-off, you sense immediately that this is a school where girls feel genuinely valued. Established in 1898 by the Sisters of the Congregation of Jesus and inspired by the vision of the Venerable Mary Ward, St Mary's has spent 127 years building an education specifically designed for girls. In May 2022, the Independent Schools Inspectorate awarded the school Excellent across both academic achievement and personal development. Recent GCSE results show 41% of grades at 9-8, while 73% of A-level grades achieved A*-B. The school ranks 284th in England for GCSE performance (FindMySchool ranking, placing it in the top 6% ), and 221st for A-levels (top 8%), reflecting consistently strong academic outcomes. Around 20% of senior school students board in the modern Mary Ward House, while the majority attend as day pupils. Under the leadership of Headmistress Hannah Helliar, who took office in September 2024, the school continues to evolve while preserving its Catholic heritage and commitment to developing confident, curious young women ready for university and beyond.

The school's setting in the heart of Cambridge creates a distinctive educational environment. Three interconnected sites within walking distance of each other, along with dedicated playing fields at nearby Long Road, developed in partnership with Homerton College, provide a rare combination of urban accessibility and expansive facilities. The original buildings on Bateman Street retain Victorian character while new spaces reflect contemporary educational thinking. The Yingting Qian STEM Lab in the Junior School and the modern science and technology laboratory demonstrate the school's commitment to equipping girls with knowledge relevant to their futures.

The ethos is unmistakably Catholic but explicitly welcoming. Girls of all faiths and secular backgrounds study here. The school's values, integrity, justice, responsibility, and respect, feature prominently in pastoral discussions and decision-making, not merely as wall displays. During the 2022 ISI inspection, inspectors noted that pupils display a mature commitment to serving the wider community. This manifests in tangible ways: the Eco Committee works toward Eco-School Award status, older pupils fundraise for UK and overseas charities, and junior pupils engage regularly with the Cambridge food bank. Leadership positions, prefects, house captains, STEM ambassadors, are distributed deliberately to develop responsibility across the cohort.

Hannah Helliar's appointment marks a significant leadership transition. Her background as a historian, former head of sixth form, and long-serving staff member (since 2012) signals continuity underpinned by fresh vision. Under her predecessor Charlotte Avery's 17-year tenure, the school underwent substantial transformations: the boarding house, classrooms, and playing surfaces were refurbished, new science facilities were built, and the partnership with Homerton College transformed sports provision. The smooth transition reflects confidence in Helliar's understanding of the school's direction.

Boarding provision remains modest but significant. Approximately 67 girls board out of 586 pupils, creating a community that feels integrated rather than parallel. Boarders and day pupils mix throughout activities, and the dedicated Mary Ward House, opened in 2016, provides modern, appropriate accommodation. Flexi-boarding and weekly options are available, offering flexibility for families who want the boarding experience without full commitment.

GCSE Performance

In 2025, 42% of GCSE grades were awarded at 9-8 (the top grades), and 80% achieved 9-6. These results place St Mary's among the strongest-performing independent schools in England. The school ranks 284th in England for GCSE outcomes (FindMySchool ranking), positioning it firmly in the top 6% of schools, with particularly strong results across sciences, humanities, and languages. Girls study separate sciences (Biology, Chemistry, Physics), offering greater depth than double-science alternatives, and many progress to higher-level study in these subjects at A-level and university.

Progress 8, a value-added measure tracking pupils' progress from their starting points, indicates that St Mary's girls consistently make well above-average progress. This is particularly notable given the school's selective intake. The school identifies pupils with specific educational needs and provides targeted support; across the campus, approximately 266 pupils receive additional specialist help for conditions including dyslexia.

A-Level Performance

In 2025, 54% of A-level grades were A* or A, and 74% achieved A*-B. The school offers 30 subjects at A-level, spanning traditional academic subjects (Classical Greek, Latin, History, Economics) through to Applied options (Food and Nutrition via Leiths, Physical Education). The Extended Project Qualification (EPQ), studied by the large majority of sixth formers, produces exceptional results, with most students achieving A* or A grades. Sixth form results place St Mary's 221st (FindMySchool ranking), in the top 8% in England.

The curriculum is ambitious and reflects the school's commitment to developing independent, analytical thinkers. From the Early Years Foundation Stage through to sixth form, pupils encounter a broad range of subjects combined with extension opportunities. The inspection noted that teaching is "ambitious, stimulating and well matched to pupils' needs," and that pupils display a scholarly approach to learning consistent with the school's Mary Ward heritage.

In the junior school, specialist teaching in music, physical education, and languages begins early. Computing and design technology are integrated throughout the curriculum, not treated as isolated subjects. Science facilities, including dedicated laboratory spaces and the new STEM lab, enable hands-on investigation. Pupils regularly participate in academic enrichment activities: the St Mary's Festival of Ideas, Leap Pathfinders programme, and competitions in mathematics, science, and economics feature prominently on the calendar.

Senior school teaching maintains this rigour while offering greater subject specialisation. The inspection found that senior pupils demonstrate mature levels of knowledge and understanding across the curriculum. In observed lessons, pupils successfully deployed complex analytical techniques (chemical separation, historical source evaluation) and showed excellent synthetic thinking. However, the school acknowledged that some younger Year 9 pupils do not always develop higher-order thinking skills as rapidly as their more able peers, suggesting room for refinement in differentiation at this transition point.

Digital skills are embedded throughout. The school uses Firefly for learning management, Microsoft Office 365 for collaborative work, and subject-specific platforms to support homework and independent research. Pupils demonstrate high competency in coding (younger pupils), research techniques (intermediate pupils), and advanced project work (sixth formers producing EPQ research of significant sophistication).

University Destinations

In 2024, 63% of leavers progressed to university, with additional cohort members entering apprenticeships (5%) and employment (20%). Beyond these headline figures, the university pipeline reflects the school's academic standing. Three students secured Oxbridge places in 2024 (from 12 applications, a 25% success rate). Beyond Oxbridge, leavers regularly secure places at Russell Group universities including Imperial College, UCL, Edinburgh, Bristol, Durham, and Warwick. The school publishes this data on its website, demonstrating confidence in outcomes.

For sixth formers, university guidance begins early. The school employs dedicated careers advisors, and sixth-form assembly features "Ladies who Lunch," a speaker programme bringing successful women graduates and professionals from Cambridge into dialogue with students about careers and life beyond school. This programme, featuring speakers such as legal professionals and university researchers, demystifies career pathways and expands horizons beyond traditional trajectories.

For junior school leavers, the school provides careful preparation for transition to senior school and secondary education beyond. Most junior pupils progress internally to the senior school, though some families choose selective secondaries including grammar schools and other independent schools in the region.

Music: A Defining Strength

Music is genuinely central to school life, not an optional extra. The 2022 inspection noted that pupils develop confidence through participation in "choirs, orchestras and musical ensembles in both senior and junior schools" and achieve success in instrumental examinations at merit and distinction levels. Specific ensembles include the Chapel Choir (performing at events), orchestras, and smaller chamber groups. Approximately half the student body learns an instrument, taught by visiting specialists on-site. Annual music competitions adjudicated by external professionals (such as the Master of Music at Norwich Cathedral) signal the seriousness of the programme. The school's partnership with the city creates performance opportunities: groups regularly perform at Cambridge venues, from the Grand Arcade to external venues. Musical theatre productions, Beauty and the Beast was rehearsed outdoors during the inspection visit, combine drama and music in ambitious scale.

Drama: Professional Standards, Accessible Entry

Drama teaching begins in junior school and expands in senior years. The school operates dedicated drama studios (plural, suggesting multiple spaces for simultaneous activities). Productions are genuinely inclusive: annual whole-school shows cast numerous performers, not simply a small elite. The 2022 inspection highlighted pupils' success in external LAMDA (London Academy of Music and Dramatic Art) examinations, with strong achievement at merit and distinction levels. GCSE and A-level drama cohorts engage in substantial practical work alongside academic study of playtexts. The school's commitment to "making public speaking a regular part of pupils' lives" means that confidence with an audience develops gradually across years, not merely within drama lessons.

STEM: Expanding Provision

The newly built Yingting Qian STEM Lab in the Junior School signals investment in scientific and technological education. Pupils develop coding skills using Raspberry Pi and Python from younger years. The school identifies STEM ambassadors, senior pupils who mentor younger students and support outreach. STEM Olympiads and national mathematics challenges feature prominently; the inspection noted that pupils "regularly and successfully participate in an online national mathematics challenge" and science competitions. At A-level, the school offers separate sciences, Further Mathematics, Computer Science, and Design Technology, enabling girls with genuine passion for STEM subjects to pursue them deeply.

Sports: Partnership Model and Inclusive Culture

The school's approach to sport is deliberately inclusive while supporting excellence. The partnership with Homerton College at Long Road provides substantial facilities: playing pitches, courts, and athletic spaces that would be impossible for the school to develop independently in central Cambridge. Girls study Physical Education as a GCSE and A-level option, and competitive teams participate in fixtures across standard sports: netball, football, hockey, rowing, and swimming.

Rowing holds particular prominence. The school runs a River Cam boathouse in partnership with City of Cambridge Rowing Club. Junior and senior rowing clubs compete in regional and national events including the Bedford Regatta, Cambridge City Sprints, and the National Schools' Regatta. The All Rows Lead to Henley fundraiser sets the tone for the rowing calendar, and recent performances have been described by the school as "promising," indicating emerging competitive strength. Swimming, equally, sees girls achieving regional and national participation.

Duke of Edinburgh's Award runs from Year 9 through to Gold level. The inspection noted that "almost all of Year 9 pupils have begun The Duke of Edinburgh's Award scheme," and prior to pandemic disruptions, pupils "regularly achieve success at silver and gold level." The scheme emphasizes expeditions (including recent adventure in the Atlas Mountains), service components, and personal resilience development.

Dance, horse riding, and badminton feature in the extracurricular menu alongside traditional team sports. The diversity reflects that "sport for all" ethos: every girl participates in core PE lessons; additional competitive pathways exist for those seeking them.

Leadership and Enrichment Opportunities

Positions of responsibility are distributed widely: prefects, house captains, and subject-specific ambassadors ensure that leadership is not concentrated. The inspection found that pupils "are successful in taking on many positions of responsibility," and that older boarders have "positive impact" on younger pupils' personal development. The school's Inclusivity Committee provides space for girls to discuss equity, LGBTQ+ issues, and cultural diversity.

Academic enrichment extends beyond standard curriculum. The Extended Project Qualification, as noted, is nearly universal in the sixth form and produces sophisticated independent research projects ("ranging from quilting to fast fashion, as well as to the reintroduction of the Eurasian Lynx to Scotland," per the inspection). Whole-school events, the Festival of Ideas in junior school, lecture programmes in senior school, expose girls to ideas beyond immediate syllabus demands. The "Dissection Society" and similar subject-specific clubs (mathematics, science, humanities) cater to pupils with genuine intellectual curiosity beyond exams.

Day pupils pay termly fees ranging from £4,279 (Preschool) to £6,725 (senior school and sixth form, excluding VAT). Boarders pay £11,404-£14,454 per term, depending on boarding option (full, weekly, or flexi). The school notes that these are termly figures exclusive of VAT, so families should clarify total cost before committing. Scholarships and bursaries substantially reduce fees for award holders. The school's website provides detailed bursary and scholarship information; interested families should contact admissions for personalized discussion.

The school is a registered charity (Charity Commission no. 290180), with fees supporting educational quality, facilities maintenance, and the bursary programme. Families should budget for additional costs including uniform (specific to the school), educational visits, music lessons (if taken beyond school-funded provision), and examination fees.

Entry points exist at multiple stages: Preschool (age 3), Reception (age 4), Year 3 (age 7-8), Year 7 (age 11-12), Year 9 (age 13-14), and Lower Sixth (age 16). Admissions to senior school (Years 7 and 9) are non-selective on academic grounds, though places are limited and demand frequently exceeds availability. Entrance assessments focus on ensuring girls can access the curriculum rather than excluding those deemed insufficiently able. The school operates a mixed-ability secondary intake, though the higher-ability pupils identified by standardized testing and the extension of the EP scholarship programme create a cohort where academic ambition is norm.

Scholarship opportunities, academic, music, art, sport, drama, design, and creative writing, are available at entry points from Year 7 onwards. Scholarships are typically worth 5-20% of fees, awarded at the Headmistress's discretion. Bursaries are means-tested and discretionary, awarded on a sliding scale based on family financial need, and reviewed annually. The school explicitly states bursaries are unavailable for international students but available for existing families experiencing financial change, prioritizing continuity. The school website directs prospective families to contact the admissions office for specific discussion of affordability.

Applications for senior entry are made online through the school's portal. Assessment includes reasoning and verbal reasoning papers, and interviews at Headmistress's discretion. Year 9 entry (age 13-14) permits pre-testing in Year 8 to allow families to plan. The school publishes the application process clearly on its website, with dedicated pages for UK and international admissions.

The school's approach to pastoral care is comprehensive and genuinely prioritized. The 2022 inspection found that girls "develop excellent levels of self-confidence and self-esteem," and that the school provides "excellent welfare and pastoral support." Form tutors oversee academic and personal development; additional counselling is available through school staff with appropriate training.

Boarding pastoral care is equally detailed. Housemistresses and matrons know individual boarders well; the inspection noted that boarding staff are "appropriately trained and deployed." Mental health support is explicit: the school offers guidance on stress management, healthy eating, adequate sleep, and physical exercise. Boarders can access free phones and video calls home regularly, and exeats (short leaves home) occur roughly every three weeks, balancing independence with family connection.

The school takes bullying seriously, though the inspection noted that "a small minority" of pupils reported that not all peers are "always kind and respectful." The school has identified this as an area for development and is working on consistent application of sanctions and staff training. Most pupils behave well and understand the school's values; overall numbers of recorded incidents are falling.

School runs from 8:50am to 3:20pm (day pupils), with breakfast and after-school clubs available. Boarding operates on full, weekly, and flexi bases; the school website details schedules. Wraparound care is available for younger pupils through Junior School provision.

Transport is available through the public bus network and trains (Cambridge Station is nearby). The school publishes detailed transport information on its website, including accessibility information for those with mobility requirements. Limited on-site parking is available for designated permit holders.

Uniform is required throughout the school; dress code details are on the website. Sixth-formers have greater flexibility but remain expected to present appropriately.

Non-selective but competitive entry. While the school does not employ formal academic selection, places are sought-after. Families should apply early and understand that admission is not guaranteed. For those seeking guaranteed entry, the school's openness to mixed-ability intake makes it relatively accessible compared to explicitly selective schools, but this does not mean spaces are unlimited.

Catholic ethos is genuine and pervasive. While girls of all faiths thrive here, the school's Catholic identity is explicit. Daily prayer, regular Masses, and religious education reflect this. Families uncomfortable with these elements should consider alternatives.

Size creates a particular feel. With approximately 586 pupils across three phases, the school is smaller than many state comprehensives but larger than tiny independent preps. This creates genuine community, girls know many peers across year groups, but less anonymity than larger schools. For some families, this closeness is a strength; others may prefer larger institutions.

Boarding is residential, not "flexi by default." While flexi and weekly options exist, the full boarding culture is traditional: girls live at school for extended periods. Families should visit the boarding house and discuss arrangements clearly with the school before enrolling boarders.

Boys do not study here. St Mary's is all-girls. The school explicitly values single-sex education and is not considering coeducation. Families seeking coeducation should look elsewhere.

St Mary's offers what is increasingly rare: a genuinely girls-focused education rooted in Catholic values but open to girls of all backgrounds, with strong academic outcomes, inclusive pastoral care, and serious extracurricular provision across music, drama, sport, and academic enrichment. The school's setting in Cambridge provides intellectual stimulus, while the partnership with Homerton College solves the practical challenge of providing substantive sports facilities without sprawl. Hannah Helliar's appointment signals continuity and fresh energy. Results place the school in the top tier in England (FindMySchool data), yet the culture does not feel ruthlessly competitive; instead, girls are encouraged to discover their own talents, whether academic, creative, sporting, or entrepreneurial.

The school is best suited to families seeking a Catholic all-girls education, who value the integration of day and boarding pupils, and who want their daughters educated in a community that takes serious account of service, justice, and integrity alongside academic achievement. Entry is competitive, and families should plan applications well in advance. For those who secure places, the experience appears genuinely enriching.