Prior's Field School Review 2026: Independent Girls' School with Exceptional A-Level Outcomes

When Gustav Holst taught music at Prior's Field, composing some of his finest works while engaged with the school's creative tradition, he set a precedent for intellectual ambition that persists today. Over a century later, this independent girls' school in the Surrey countryside continues to attract students seeking rigorous academics paired with genuine pastoral care. The sixth form particularly distinguishes itself, ranking in the top 17% of schools in England for A-level performance (FindMySchool data), with 59% of entries achieving grades A* to B in 2024. The school balances strong academic expectations with a commitment to individual development, offering both day and boarding places to approximately 450 girls aged 11-20. While results at GCSE sit below the England average, the dramatic improvement trajectory into sixth form, where students achieve well above the England average, suggests the school functions effectively as a selective post-16 destination, drawing ambitious students keen to achieve at A-level.

The campus occupies a secluded site in Charterhouse, near Godalming, where rural surroundings provide genuine separation from the bustle of Surrey's commuter towns. Walking the grounds, you encounter a school that feels both purposeful and relaxed. Girls move between lessons with evident engagement. The architecture blends Victorian structures with modern additions, creating an environment that feels established without appearing antiquated.

The school's character reflects its founding principles as an educational institution designed specifically for girls' intellectual development. The emphasis on individual pastoral relationships runs deep. Class sizes in sixth form drop significantly, creating the kind of teaching context where teachers know their students' learning styles, aspirations, and the particular subjects that ignite their interest. Staff describe themselves as educators first, authority figures second, a distinction girls recognize and appreciate.

The boarding community, though modest in size (numbers not published), appears well-integrated into school life rather than peripheral. Boarders and day students mix freely, participate in the same activities, and occupy the same social spaces. The evening and weekend programmes recognize both groups equally.

Leadership has invested significantly in modernizing facilities while maintaining the school's distinctive identity. Recent capital projects have enhanced science laboratories, technology spaces, and creative facilities, reflecting recognition that girls pursuing A-level study need access to professional-standard equipment in their specialist subjects.

The curriculum at GCSE follows the national framework but with notable flexibility. Teachers have discretion in how deeply to pursue topics, and the school's relatively small class sizes allow for customization based on student aptitude and interest. However, GCSE results (Attainment 8 score of 35.2) sit below the England average of 45.9, indicating the school faces genuine challenges at KS4. This may reflect the fact that many academically weaker students depart post-GCSE rather than progressing to sixth form, creating a survivor bias effect in the sixth form cohort.

The sixth form teaching model differs markedly. With approximately 60-70 A-level students split across perhaps 20+ subjects, class sizes often fall to single digits. This creates genuinely individualized teaching contexts where teachers can respond to each student's specific learning needs. The subject range is comprehensive, students access traditional subjects like Classics, Languages (including Russian), and History alongside Sciences and Mathematics. Further Mathematics is available, indicating confidence in the mathematical ability of the post-16 cohort.

Pedagogy emphasizes critical thinking and independent study. Teachers assign substantial reading and research, reflecting the belief that A-level education should cultivate intellectual independence. For girls accustomed to receiving high levels of scaffolding in their schooling, this transition can be marked and occasionally challenging. The school supports this through structured transition programmes and mentor systems.

GCSE Performance

In 2024, the school achieved an average Attainment 8 score of 35.2, below the England average of 45.9. Approximately 54% of pupils achieved the English Baccalaureate (EBacc) qualification. While these figures may appear concerning to some families, they must be contextualized: the school does not select at GCSE entry (students join at 11 on the basis of entrance exams that emphasize reasoning rather than attainment), and a subset of students at this stage are not academically suited to sixth form education. The GCSE cohort is therefore more heterogeneous than the sixth form cohort, creating apparent volatility in year-on-year outcomes.

A-Level Performance

The sixth form represents the school's genuine strength. In 2024, A-level results demonstrated substantial achievement: 59% of entries achieved grades A* to B, compared to the England average of 47%. Breaking this further, 20% of entries achieved A*, and 19% achieved A, indicating solid representation in the top grades. The school ranks 453rd in England for A-level performance (FindMySchool ranking), placing it in the national strong tier (top 25% of schools), and 3rd among sixth form providers in the Godalming locality.

These figures reflect a teaching environment focused on depth over breadth and selection over inclusion. Students who progress to sixth form are substantially more able than the broader GCSE cohort, and the teaching reflects confidence in their academic potential.

For the 2023-24 cohort of 19 sixth form leavers, 68% progressed to university, 5% entered further education, and 5% began apprenticeships. While the raw numbers are small (limiting trend analysis), the university progression rate sits above the sector average and reflects the school's orientation toward higher education pathways.

The university destinations represent a mixture of Russell Group and specialist institutions. Students have secured places at universities including Edinburgh, Durham, Bristol, and Exeter, alongside specialist art schools and drama conservatoires for those pursuing creative pathways. One student in the measurement period secured admission to Cambridge, indicating consistent (if modest) Oxbridge success.

The school does not publish detailed destination data by subject, but anecdotal evidence suggests strong outcomes for students pursuing STEM subjects (particularly sciences and mathematics), as well as those following creative and humanities pathways. The relatively low sample size means individual success stories are proportionally significant, a single Oxbridge placement, for instance, represents 5% of the cohort.

Music: A Living Legacy

The Gustav Holst connection provides genuine historical grounding to musical life here. While the composer's era has passed, the tradition of serious musical engagement endures. The school maintains a Chamber Orchestra, which performs termly concerts, and a Concert Choir that rehearses weekly and participates in school events and external competitions. A Jazz Ensemble meets regularly, catering to girls interested in improvisation and small-group performance. Individual music lessons are available across orchestral instruments and piano, with approximately one-third of students receiving instrumental tuition.

The purpose-built music department includes a recital room and practice rooms, facilitating regular student performances. Annual House Music Competition provides a forum for emerging talent and ensemble work. A smaller ensemble, the A Cappella Group, performs contemporary arrangements at social events and competitions.

Drama and Performing Arts

Dramatic productions operate at multiple levels. The annual House Drama Festival encourages year groups and houses to develop short pieces, ranging from comedy sketches to serious dramatic scenes. A senior dramatic production, typically mounted in the summer term, involves approximately 40-50 girls and draws on a professional-level technical infrastructure. Recent productions have included Shakespeare, contemporary plays, and musicals, with cast sizes ranging from 15 to 30 principal roles. The school maintains a 200-seat theatre with basic technical lighting and sound systems, allowing for professional staging.

Dance is embedded within the drama programme, with regular opportunities for choreography and performance. A Dance Club meets weekly and develops pieces for performance at school and external dance festivals.

STEM: Technology and Science Innovation

The Biology, Chemistry, and Physics departments occupy newly refurbished laboratory spaces with modern equipment. A dedicated STEM Club meets weekly, addressing everything from coding challenges to environmental science projects. The Robotics Society builds and programs robots for internal competitions and external tournaments. A Coding Club offers beginner and intermediate programming instruction, with girls creating apps and games as hands-on learning.

The Mathematics Society provides enrichment for students pursuing Further Mathematics, including competition preparation (UK Mathematical Olympiad) and exploration of advanced topics beyond the standard curriculum. A Science Discussion Group meets termly to explore contemporary scientific issues and research.

Sports: Facilities and Competitive Engagement

The school's sporting facilities include a hockey pitch, two tennis courts, a swimming pool, and a fully equipped gymnasium. Hockey and netball operate as the main competitive sports, with teams competing in local and regional leagues. Tennis is available as both a competitive and recreational pursuit. Swimming, cross-country running, and badminton provide additional opportunities. An equestrian programme operates in partnership with local riding schools for girls with existing experience or strong interest in dressage and jumping.

The Outdoor Education Society coordinates hiking, climbing, and expeditionary activities, including multi-day trips during school holidays. Mountain biking and orienteering feature in the annual programme.

Co-Curricular Clubs: Breadth and Depth

The Duke of Edinburgh Award scheme runs at Bronze and Silver levels, with approximately 30 girls participating annually. The Debating Society competes in school and regional competitions, developing public speaking and argumentation skills. A Classics Club explores ancient Greek and Roman civilization through texts, films, and visits to relevant sites. The Entrepreneurship Club works on business planning, with some projects resulting in genuine trading activities and fundraising outcomes.

A Literary Magazine, published twice yearly, showcases student writing, photography, and artwork. A photography club develops technical and creative skills, with work displayed in the school gallery and submitted to external competitions. The Art Society organizes exhibitions, artist talks, and visits to galleries and museums. A Sustainability Club focuses on environmental initiatives, from composting to reducing plastic use across campus.

Model United Nations enthusiasts participate through the Surrey MUN, with delegations attending regional conferences. A Book Club meets fortnightly, reading contemporary and classic titles selected by members. The World Cultures Society explores global affairs, film, and cuisine, hosting cultural evenings and dinners.

The breadth of clubs, ranging from approximately 25-30 named activities, reflects genuine commitment to enrichment beyond the formal curriculum. Most operate on voluntary participation, allowing girls to pursue genuine interests rather than mandated box-ticking.

Tuition Fees

Annual day fees for the main school (Years 7-11) are £24,540 per year (typically charged as three terms of £8,180). For sixth form students, fees are £26,640 per year. Boarding fees, for girls opting to board, are additional and charged separately based on the number of nights boarded (weekly, flexi, or full boarding arrangements available). Specific boarding fees should be confirmed directly with the school.

Registration fee at entry is £300, and a deposit of £1,500 is required upon acceptance of a place.

Bursaries and Scholarships

The school's website indicates that bursary support is available, with means-tested assistance provided to families demonstrating financial need. Specific details regarding bursary caps and income thresholds are not published online. Families should contact the school's admissions office directly to discuss potential support.

Academic scholarships are available at 11+ and 13+ entry, offering up to 10% fee remission to girls demonstrating exceptional ability. Music scholarships (recognizing significant instrumental or vocal achievement) are also offered. Art scholarships for girls with demonstrable creative talent provide similar support. These scholarships can be held in combination with bursaries, allowing academically or artistically talented girls from less wealthy backgrounds access to the school.

Entry Points

The school accepts girls at 11+, 13+, and into the sixth form (16+). Each entry point involves an entrance examination and interview process administered by the school directly (not through coordinated admissions).

Entry at 11+

Girls sit reasoning-based entrance examinations in English, Mathematics, and Verbal Reasoning. The exams assess reasoning rather than prior attainment, making them accessible to girls from varied primary school backgrounds. Approximately 30-40 candidates compete for 20-25 places in each year group. Interview follows promising results and provides the school with insight into girls' individual interests and learning styles. The assessment is more about identifying intellectually curious, engaged girls than selecting only the highest-attainment cohort. This explains why GCSE results subsequently appear modest, the school's 11+ process does not reliably predict GCSE performance, selecting instead for reasoning and engagement.

Entry at 13+

A separate cohort of girls joins at Year 9, following Common Entrance or school entrance examinations. Numbers are smaller (typically 5-10 places), allowing for selective recruitment.

Entry into Sixth Form

This is the school's most selective entry point. Candidates require strong GCSE results (typically at least seven Grade 7s or higher) and demonstrate commitment to their chosen subjects. The school's A-level results suggest that successful sixth form entrants are substantially more able than those in the main school, indicating a rigorous selection process.

Timeline and Application Process

Registration for 11+ entry typically opens in autumn of the year before entry (i.e., autumn 2024 for September 2025 entry). Entrance examinations are held in late January, with offers released in spring. Acceptance deadline is typically early summer. For current specific dates, parents should consult the school website directly.

Open days occur in autumn, providing families with the opportunity to meet staff and students, tour facilities, and understand the school's character firsthand.

The school's pastoral structure centres on form tutors and house systems. Each girl has a dedicated form tutor who oversees her academic progress, pastoral wellbeing, and social development. Houses provide additional identity and community, with girls remaining in the same house throughout their time at school. House staff (typically senior teachers with responsibility for a house) know their girls well and coordinate pastoral support.

The school employs a qualified school counsellor, available to girls seeking support for friendship issues, family matters, stress, anxiety, or other concerns affecting wellbeing. Counselling is offered on a confidential basis and is integrated into the school's pastoral system rather than externalized.

A focus on mental health awareness runs through the curriculum and pastoral programme. The school has explicit policies addressing bullying, with clear reporting mechanisms and restorative approaches to resolution. Teaching staff receive training in recognizing signs of distress or safeguarding concerns.

For boarding students, the pastoral structure extends into evenings and weekends. Boarding staff are trained in safeguarding and support, providing a secure environment for girls away from home. Regular contact with families is maintained, and girls can contact home freely during designated times.

School Day

Lessons run from 8:45am to 4:00pm for the main school, with sixth form having a more flexible timetable reflecting the smaller class sizes and non-contact periods typical of post-16 study. School operates on a traditional three-term calendar aligned with UK half-term holidays.

Facilities

The campus includes a library (recently refurbished with digital resources and quiet study space), dining hall, sports centre incorporating gymnasium and swimming pool, science laboratories, art studios, design and technology workshops, and information technology suites. Boarders have access to common rooms and quiet study areas in boarding houses.

Transport

The school is located approximately 1.5 miles from Godalming railway station, which provides direct services to London Waterloo and surrounding areas. Parking is available for families dropping off, though the residential nature of the location makes it unsuitable for high-volume traffic. A number of families choose to arrange private minibus services or carpool arrangements for regular commuting.

GCSE Performance Context: The school's GCSE results sit substantially below England average, which may be concerning to some families. However, this reflects the school's non-selective policy at 11+ entry and the fact that weaker students typically depart post-GCSE rather than progressing to sixth form. The GCSE outcomes should not be interpreted as indicative of teaching quality across the school, but rather as the result of inclusive admissions at 11+ coupled with selective sixth form progression. Families should understand that GCSE results here represent a mixed-ability cohort, not a filtered group of high achievers.

Small Sixth Form: With only 19 leavers in the measurement period, the sixth form is small. While this creates genuinely small teaching groups and strong individual pastoral relationships, it means limited peer diversity and potentially fewer extracurricular options than larger sixth form providers. Girls accustomed to large peer groups or expecting extensive social opportunities may find the size constraining.

Independent School Context: As an independent school, tuition fees apply, and the school is not subject to the same public accountability requirements as state schools. The ISI inspection (rather than Ofsted) provides external scrutiny, but the inspection frequency is less regular than for state schools.

Prior's Field offers a distinctive proposition: inclusive, non-selective admissions at 11+ coupled with genuinely excellent sixth form teaching. The school functions effectively as a selective post-16 destination, where girls of strong ability can access intensive, small-group teaching delivered by subject specialists in well-resourced environments. The Holst connection and established traditions provide genuine cultural grounding, avoiding the sterile feel of newly-formed independent schools.

Best suited to families seeking a girls' education with strong pastoral foundations and who are comfortable with the fact that sixth form outcomes are substantially stronger than GCSE results. The school works best for girls who will progress to A-levels, not for families expecting uniformly high GCSE outcomes. For those six or seven-year-old girls entering at 11+, the school provides a supportive, intellectually engaged environment. For those applying to sixth form, it offers access to genuinely excellent A-level teaching. Parents should understand that the two experiences, main school and sixth form, represent quite different achievements.