Didcot Girls' School Review 2026: Outstanding Results in Oxfordshire's Premier All-Girls Comprehensive

The House Opening Ceremony reveals the school in full colour; students arrive with genuine buzz and purpose. Didcot Girls' School operates as Oxfordshire's only all-girls comprehensive, created through a merger in the early 1970s of St Frideswide's secondary modern and the adjacent Didcot Girls' Grammar School. Co-Headteachers Martha Hawes and Sarah Roberts (appointed September 2025) now lead a school of 1,600 students aged 11 to 18, where examination results consistently place it among Oxfordshire's highest-performing state schools. The school ranks 545th in England for GCSE outcomes (FindMySchool ranking), placing it well above the England average, while its sixth form ranks 503rd in England for A-level achievement (FindMySchool ranking). This is a comprehensive school where challenge and ambition shape the school day, yet one that remains resolutely inclusive. The co-educational Didcot Sixth Form College, shared with St Birinus School, offers mixed post-16 study to over 400 students across both sites.

Student leaders present with genuine confidence on Black History Month; the choreographed excellence visible in the dance department during open evening speaks of both technical skill and creative encouragement. Didcot Girls' School embodies what happens when ambitious teaching meets students who are expected to lead. The school's core values of mutual respect, inclusivity, and high expectation underpin all development work here. Staff speak of girls who are ambitiously curious, who arrive with desire and determination to engage deeply with their learning. Teachers are described as caring and dynamic, academically ambitious for every pupil.

The House system remains central to school culture. Seven houses — Adie, Greenfield, Wilson, Bussell, Ennis, Kennedy and MacArthur — encourage healthy competition while fostering a family feel. House Opening Ceremony each September is described as a sea of colour and joy, where all seven houses run cake sales for local charities. The Wellbeing Centre, recently opened, provides students with quiet space to reflect and access pastoral support where helpful.

The school was designated a Language College in 1997 and an Enterprise College in 2006, reflecting longstanding strengths in international engagement and business partnership. In July 2017, the school achieved National Teaching School status, operating the Oxfordshire Teaching School Alliance to support professional development across multiple schools. This recognition reflects the quality of leadership and teaching infrastructure here.

GCSE Performance

In summer 2024, GCSE results confirmed the school's position as a top performer within the state sector. 81% of students achieved grades 4 or above in English and mathematics combined; 66% achieved grade 5 or above in the same core subjects. The Attainment 8 score of 58.8 sits well above the England average of 45.9, demonstrating strong overall achievement across eight qualifications. Progress 8 score of +0.86 indicates that students make above-average progress from their starting points compared to peers across England.

At GCSE, 43% of grades awarded sat at grades 9-7 (the top grades), compared to an England average of 54% (this reflects the comprehensive intake versus selective schools nationally). The school's English Baccalaureate take-up is substantial, with 37% of students entering the full suite of EBacc subjects, above the England average of 41%. The school ranks 1st locally among 45 secondary schools in Didcot and Oxfordshire (FindMySchool ranking).

Subject strengths are broad. The curriculum deliberately avoids narrow specialisation; students encounter science as three separate subjects, languages as a genuine choice across Mandarin Chinese, French, Spanish, and German. History curriculum includes a local study of the railway's impact on Didcot itself, grounding abstract learning in immediate community context.

A-Level Performance

The sixth form, shared with St Birinus School, produced equally impressive results in summer 2024. 30% of A-level grades were awarded as A* or A; 62% achieved A*-B, confirming that the school ranks among the highest-performing sixth forms in Oxfordshire. Latest 2025 data points to continued strength: 35% of grades at A* or A, 65% achieving A*-B, placing the school as one of the county's top performers. The A-level rankings place the school 503rd in England (FindMySchool ranking), within the top 19% of sixth forms nationally.

Twenty-six A-level subjects are available, ranging from traditional academic disciplines through Classical Greek and Russian to History of Art. The school offers specific preparation for students applying to Oxbridge and other Russell Group universities, with dedicated support throughout the sixth form pathway.

Teaching follows the rigorous approach known internally as The DGS Way, emphasising clear structures, high expectations, and consistent feedback. Each subject leader brings specialist knowledge; staff development is taken seriously through the Ridgeway Education Trust, which operates across eight schools and provides collaborative CPD opportunities. The school operates as a National Teaching School, meaning staff also engage in supporting colleagues across partner institutions.

The curriculum is deliberately ambitious and broad. Inclusion is genuinely central: students with SEND are placed at the heart of lesson planning. SEND and Pupil Premium students benefit from adaptive teaching, specialist adjustments in class, and training for all staff in inclusive pedagogy. The Advanced Learners Co-ordinator ensures that the most able students receive additional challenge, including a sixth form mentoring programme providing extension opportunities.

Language learning receives particular emphasis. As a former Language College, the school maintains partnerships with Oxford Brookes University's Confucius Institute, enabling cultural exchange and authentic language exposure. Drama and Performing Arts is a strength: the department is visibly active, with student-led productions and the Drama Outreach programme supporting community engagement.

University Progression

In 2024, 67% of leavers progressed to university; 2% entered further education, 2% began apprenticeships, and 24% entered employment. For those pursuing higher education, progression is strong. Almost 40% secure places at Russell Group universities, and the school has a notable track record of placing students at Oxford and Cambridge. In 2024, 4 students secured places at Oxford; the school's Oxbridge ranking places it 282nd in England (FindMySchool ranking) for combined Oxford and Cambridge acceptances, indicating consistent success at the highest level.

Beyond Oxbridge, leavers regularly progress to Imperial College, Edinburgh, Warwick, and Durham. The school's partnerships with local businesses through its Enterprise college status also create pathways into apprenticeships and direct employment. Careers provision is a deliberate strength, with careers education woven throughout the curriculum and individual support for students applying to top universities.

Post-GCSE Progression

Internal progression to the sixth form is not automatic; students must meet entry requirements, though the school actively supports capable students to continue. The Didcot Sixth Form College operates across both Didcot Girls' School and St Birinus School, offering A-levels, BTECs, and Level 2 programmes to approximately 400 mixed students. The integration of boys and girls at post-16 is intentional: the school believes this co-educational experience supports students' social development.

Music: A Community of Performers

Music holds a distinctive place in school life. All Year 7 students sample music as part of the curriculum carousel; those showing aptitude progress to further study. Music lessons are available across a range of instruments, with specialist teaching provided. Concerts and musical performances feature prominently in the calendar, often run jointly with other schools in the Ridgeway Education Trust. The music department demonstrates genuine commitment to making music accessible to all, not merely to those with prior experience.

The school hosts Culture Evening annually, a celebration of different cultures represented within the school, paired with food from around the world. This reflects the school's commitment to the international dimension of learning.

Drama and Performing Arts

Drama is similarly accessible and ambitious. The department runs consistent productions, from lower school performances through to larger sixth form productions. The drama studio features a brand-new sprung floor, purpose-built for rehearsal and performance. One of the school's named facilities, Cockroft Hall, provides a professional-scale performance space with stage, blackout curtains, and capacity for up to 300 seated audience members.

Dance: Choreographed Excellence

The dance department is visibly active, with student-led choreography celebrated during open evenings. The dedicated dance studio features brand-new sprung wooden flooring, seven full-sized mirrors on wheels, and tiered seating for observation. Dance forms part of the curriculum, with opportunities to specialise at GCSE and A-level. The Head of Dance leads the department alongside lead practitioner status.

Sport and Physical Education

Physical education occupies a central place in school culture. The curriculum follows a carousel model at Key Stage 3, with Year 7 and Year 8 students experiencing netball, football, badminton, gymnastics, cross-country and orienteering, rounders, cricket, and athletics. Sport is compulsory and deliberately inclusive, building confidence in physical activity rather than filtering for elite performers alone.

Fixture participation is strong. The school is a national football champion and county champion in netball, cricket, and rounders. One student currently plays for England's Lionesses (the women's national football team), an exceptional honour. The sports facilities include a modern sports hall, a gymnasium with marked courts and wall-mounted basketball hoops (20m x 11m), outdoor netball courts with court markings, and a large grass field with pre-marked lines for track and rounders. Tennis courts complement the provision. PE teachers include specialists in sports therapy and coaching development.

STEM and Technology

The school operates as a former Enterprise College and maintains strong partnerships with local technology sectors. The Smallpeice Engineering Trust provides connections enabling girls to develop expertise in STEM subjects. A Science club active within the school collaborates with the Hagbourne and Upton Group for Sustainability on environmental projects, including contributions to St Andrew's Christmas Tree Festival in East Hagbourne.

Computer Science is offered as a distinct subject alongside the science curriculum, with specialist teaching in digital skills and coding. Mathematics teaching follows structured progression, with setting in place from Year 4 onwards, ensuring both challenge and support are appropriately calibrated.

Art, Graphics, and Design Technology

The art and graphics department occupies a substantial space within the school's provision. The Freeborn Gallery provides exhibition space for student work, named after Ron Freeborn, who designed the school crest (featuring a lightning flash representing Science in the locality and a crown representing St Frideswide). Product Design and Design Technology are offered as separate disciplines, reflecting the breadth of creative provision.

Clubs and Activities

The school offers a large and varied clubs programme. All activities are free except for archery and fencing. Named clubs and societies include the School Council, which runs non-uniform days and fundraises for local causes (including the SOFEA Community Larder in Didcot); debating and public speaking opportunities (with Deputy Public Speaking Leader in post); and numerous subject-specific clubs supporting curriculum extension. Students enter competitions at county and national levels in debating, public speaking, sport, science, creative writing, and mathematics challenges.

Duke of Edinburgh's Award is available, with students able to progress through Bronze, Silver, and Gold levels. Combined Cadet Force (CCF) operates in partnership with the Armed Forces, providing leadership development and structured outdoor challenge.

The school operates as oversubscribed, with 2.08 applications per place. Year 7 entry is through Oxfordshire's coordinated admissions process, where places are allocated by distance after looked-after children and those with Education, Health and Care Plans naming the school. The tight catchment reflects Didcot's expansion as a commuter town with fast rail access to Paddington; many families relocate for property access combined with this excellent school. Families considering entry should contact Oxfordshire admissions and the school directly for current distance information and transition support.

The school runs a rising Year 7 transition programme, with sessions throughout summer term to prepare students for comprehensive secondary education. Open events typically run in September and October, with guided tours and subject exhibits displayed. Parents should verify dates through the school website, as exact timings vary by year.

The school operates Monday to Friday. Student drop-off typically begins from 8:30am, with lessons commencing 8:50am. School finishes at 3:20pm. The main hall, with professional-scale stage, serves as a focal point for assemblies and performances. The library, one of the largest in any school, provides 12m x 12m of learning space and doubles as a venue for events and breakout sessions.

Transport: The school is situated in Didcot town centre, with rail access via Great Western Main Line (Paddington to Oxford line). Buses serve Didcot regularly from surrounding villages. On-site car parking is available. Walking and cycling are common, with the town's cycle infrastructure developing. Local secondary alternatives are limited; Didcot's exponential expansion has concentrated secondary provision here, making this school the focal point for many families.

Systems for supporting pupils pastorally are strong, often involving parents supportively. Each student belongs to a tutor group of 6-8 pupils meeting for 30 minutes each morning. Sixth form students and Year 11 Prefects assist tutors and run mentoring programmes for younger students during tutor time. Heads of Year oversee progress and wellbeing of their year group, working alongside an expert team of tutors. Behaviour is calm and consistent; the inspection noted pupils' behaviour is exemplary. Bullying is very rare, and the school prevents and deals with it exceptionally well.

The school has established a Wellbeing Centre where students can reflect in quiet space and access pastoral support. Highly qualified pastoral staff are dedicated to supporting students and their families. SENCO services and therapy are available; the school works closely with external agencies including CAMHS (Children and Adolescent Mental Health Services) and the school health nurse, who visits weekly.

One student reports: "It is just pure and simple joy."

Oversubscription and catchment access. With 2.08 applications per place, entry is competitive. The tight catchment means that proximity to school gates is the primary determining factor (beyond siblings and looked-after children). Families new to the area should verify their exact distance from school gates before assuming a place; Oxfordshire's admissions office and the school's admissions team can advise.

Transition from primary to comprehensive. All-girls education in main school, then co-education in sixth form. Some students prefer single-sex education for secondary years; this school's model may suit families seeking focused learning environments during adolescence but recognising value in mixed-gender sixth form experience. Others prioritise co-education from age 11 onwards.

Language college heritage. The school's Language College status reflects genuine investment in languages and international engagement. Students who have moved schools frequently, or who have not studied languages previously, will encounter this expectation as normative. This is a strength for many families but worth considering if your daughter has language anxiety or learning differences affecting language acquisition.

Didcot Girls' School represents excellence in comprehensive education achieved without selection, without narrowing, and without abandoning any student. The school ranks among the highest-performing state schools in Oxfordshire, yet remains genuinely mixed-ability and inclusive. Results are strong and climbing. Culture — from House Opening Ceremony through to student leadership on Black History Month — is purposeful and joyful. The single-sex environment in main school enables girls to develop confidence and leadership without peer distraction; the co-ed sixth form then opens that perspective at post-16. This school suits families within the tight catchment who value academic ambition paired with genuine inclusion, who want their daughter to encounter a school where girls are expected to lead and to succeed, and who appreciate that all-girls education can be a gift without being elitist. The main challenge is securing a place; once that hurdle is crossed, the education is exceptional.