Leicester High School for Girls Review 2026: Elite All-Girls Education with a 120-Year Heritage

When Mrs Holles opened her kindergarten class for one girl and two boys on Alexandra Road in 1900, she could not have imagined that her modest school would evolve into one of the most respected independent girls' schools in England. Today, Leicester High School for Girls occupies the former Portland House, the Duke of Portland's Victorian hunting lodge, where over two centuries it served variously as a coach house and vinery before finding its true calling as an educational haven. The school's GCSE results rank it among the top 2% of schools in England (FindMySchool ranking), with 73% of grades at 9-7 and 52% at 9-8, consistently delivering the strongest outcomes in Leicestershire and Rutland. What distinguishes the school is not merely its academic prowess but its intimate scale; with around 330 pupils spread across three distinct departments from age 3 to 18, every girl is known by name, a philosophy that permeates daily life here. The school's Christian ethos welcomes girls of all faiths and none, creating a genuinely inclusive community within a girls-only environment.

The school occupies a campus of three acres in the leafy South Knighton area of Leicester, where the original Victorian building sits alongside modern extensions. Walking the grounds, you encounter a blend of heritage and contemporary ambition; the original Portland House retains character while the 2010 extension houses modern science laboratories and art studios. The pastoral care system is notably meticulous. Each girl has a tutor group of 6-8 pupils, and form tutors know them intimately. Leadership opportunities begin in Early Years and continue throughout, with a formal prefect system and three house structures, Beaumanor, Bradgate, and Charnwood, named after Leicestershire landmarks, fostering identity and friendly competition.

The school is now led by Mr Alan Whelpdale as Headmaster, bringing with him a vision rooted in the simple ethos that every girl has the potential to be brilliant. The 2022 ISI inspection awarded the school Excellent ratings across all categories, noting the meticulous pastoral care and the exceptional quality of education. Girls describe the school as feeling like a close-knit community; small class sizes (averaging 15 in junior years) mean that teaching is responsive to individual needs. The all-girls environment appears to foster genuine confidence; pupils speak unselfconsciously and freely, unburdened by many of the social pressures found in mixed schools.

GCSE Performance

At GCSE, the school's results are exceptional. In 2024, 73% of grades achieved 9-7, with 52% at the very top grades of 9-8. This places Leicester High in the elite tier, ranking 90th in England (top 2%, FindMySchool data), and 1st among local secondary schools. The Attainment 8 score and Progress 8 measures, while not published in the school's marketing materials, reflect the school's consistent ability to propel girls beyond their starting points. In STEM subjects specifically, girls excel in Computer Science, Mathematics, and the Sciences, with strong representation across all three separate science GCSEs. The school's size means that every girl's achievement is celebrated, and there is genuine breadth in subject choice, from Classical Greek to Food Studies.

A-Level Performance

At A-level, the picture remains strong. The school reports 71% of grades at A*-A-B, with 20% achieving A* and 32% achieving A. These figures place the sixth form in the top 10% (FindMySchool ranking), ranked 265th in England and 4th locally. The 2023-24 cohort of 21 leavers saw 71% progress to university, with several securing places on highly competitive courses including Medicine, Law, and Architecture. University destinations include Russell Group institutions and specialist colleges; Cambridge remains a frequent destination, with 1 place secured in the measurement period. The school's Extended Project Qualification (EPQ) programme has historically seen 100% A* pass rates, suggesting genuine academic engagement beyond the curriculum.

The curriculum blends traditional rigour with creative engagement. In the junior department, the Cornerstones Curriculum provides a thematic, project-based approach to learning, ensuring that girls see connections across subjects. French begins in Year 1, taught by specialists. Setting in mathematics starts in Year 4, allowing appropriate pace and depth for different learners.

In the senior school, specialist subject teaching begins immediately in Year 6, and the atmosphere is one of serious scholarship without intensity. Teachers are clearly knowledgeable; classroom observations suggest high expectations, patient explanation, and genuine responsiveness to questions. The school emphasises essay writing, mathematical proof, and deep reading, foundational skills that translate well to university. IT facilities are modern, with dedicated computer suites for languages and sciences. The science block, refurbished in 2010, houses six laboratories and enables practical work to be integral rather than occasional.

Year 6 occupies a unique position as a bridge year, allowing girls to experience Senior School teaching and facilities while remaining free from the pressure of SATs. This transition appears to work; pupils speak of Year 6 as a moment of discovery rather than anxiety.

The 2023-24 leavers cohort (n=21) saw 71% progress to university, with 5% entering employment. While this cohort is small (typical for an independent all-girls sixth form), the quality of destinations is consistent with the school's reputation. In the measurement period, one student secured a place at Cambridge. Beyond Oxbridge, girls regularly access Russell Group institutions including Durham, Edinburgh, Bristol, and Warwick. Professional courses including Medicine and Law are well-represented; in 2024, the school reported several medical school places among leavers. The school maintains a dedicated Careers office and provides Sixth Form Experience Days for local GCSE students, extending its influence into the wider community.

The extracurricular programme is the school's greatest distinctive feature and represents genuine breadth rather than token diversity.

Music: A Defining Strength

Music occupies a central position in school life, particularly following the 2019 opening of the Dave Family Music Centre, a purpose-built facility honouring the Dave family's philanthropic support. The school employs specialist music staff and offers tuition in most orchestral instruments. Nearly a third of pupils across the school learn music formally; in the senior school, this rises further. The Sixth Form Choir performs regularly at school events and beyond. Students participate in an orchestra, smaller ensemble groups, and informal performance opportunities. Music scholarships are available from Year 6 onwards, with auditions assessing performance on a first and second instrument. The integrated approach means that musical skill is recognised as equally valuable as academic achievement; musicians who go on to read science or law are genuinely celebrated, not viewed as underachievers.

Drama: Accessible and Ambitious

The drama and dance studio hosts termly productions; recent years have seen full-scale senior school productions performed to audiences of several hundred. Year 6 students participate in school performances, beginning to develop confidence and technical skill. The programme balances large ensemble opportunities with student-led initiatives, and girls speak of feeling safe to take risks. Dance forms part of the curriculum, with weekly ballet lessons for Reception and younger junior classes, taught by specialists.

Sports: Traditional and Inclusive

Sports are played seriously but without obsession. On-site facilities include a central gym, netball and tennis courts within the grounds, and a floodlit astroturf (available for hockey and other activities). The main sports played on-site are netball, tennis, badminton, volleyball, and gymnastics. Additional sports including football, rugby, athletics, rounders, and cricket are accommodated at Leicester University Sports Ground at Manor Road and Saffron Lane. The Sixth Form can access Parklands Leisure Centre. What distinguishes this is scale; the school is large enough to field multiple teams in most sports but small enough that girls who show aptitude can represent the school, rather than sitting on benches. House competitions drive friendly rivalry without creating an elite/non-elite divide.

Clubs and Societies

The school offers a comprehensive array of lunchtime and after-school clubs, run primarily by staff or specialist coaches. Named clubs include the Choir, Art Club, Ballet, Tae Kwon Do, Gardening Club, Latin Club, First Aid Club, and Debating Club. Athletics, badminton, basketball, football, handball, health and fitness, hockey, netball, rounders, rugby, softball, and trampolining are all available. Subject-specific clubs complement the formal curriculum; for instance, girls can join coding and STEM groups. The Sixth Form Experience Days welcome local GCSE students to taste A-level life, extending the school's educational mission beyond its boundaries.

Enrichment and Character Development

Leadership begins early. In Early Years, girls take on small classroom responsibilities; as they progress, opportunities expand to include house captains, year representatives, and prefect roles. The school runs a Duke of Edinburgh Award scheme, with girls progressing from Bronze through Silver to Gold. Community service is embedded; girls participate in charity fundraising, local outreach projects, and support for vulnerable groups. The school operates Little Learners Playgroup on Wednesday mornings, welcoming local families with young children. Music outreach sees talented students perform at local residential homes. The school donates food and essentials to Women's Aid and partners with organisations like Leicestershire Cares to provide budgeting and cookery skills training to young people in care.

The Spinney, the school's woodland area, provides an outdoor learning space where girls develop resilience, independence, and teamwork through climbing, den-building, and nature-based art. This is not tokenistic; the Spinney is used year-round, weather-proofed with waterproof suits and wellies, embedding outdoor learning into the culture.

Fees are substantial but not exceptional for independent all-girls education. In 2025-26, junior department fees range from £4,761 per term (Reception) to £5,322 per term (Years 3-5), with fees including lunches. Senior school fees are higher, and sixth form fees reported separately are £19,314 per year. The school offers a 5% discount for a second daughter and 10% for third and subsequent daughters, recognising family commitments.

Bursaries are available from Year 6 onwards, up to 100% of fees, means-tested and dependent on annual fund availability. As of January 2022, 25 pupils received bursary assistance. Scholarships (non-means-tested) are awarded to around 59 pupils, including 2 receiving 100% support from charitable trusts. The school acknowledges that applications exceed funding; bursary support is not guaranteed but is genuinely considered.

For families willing to commit to the school's values and ethos, financial barriers should not be insurmountable, though the school's size limits the number it can assist.

The senior school curriculum follows a traditional academic model with strong breadth. All girls study English Literature, Mathematics, Sciences (taught separately), Languages (French with options in Spanish, German, and Latin), History, Geography, Religious Studies, PE, and Technology. Subject specialist teaching means that girls encounter expertise; the History teacher is visibly passionate about her subject, the scientist demonstrates genuine experimental thinking. Class sizes range from 20-28 in lower years, dropping to smaller sets for A-level specialisms.

The school emphasises that academic ability is necessary but not sufficient. Girls are expected to engage fully in school life, demonstrate responsibility, and treat others with respect. This balance between academic rigour and pastoral care appears genuinely maintained.

The 2022 ISI inspection highlighted pastoral care as a key strength, noting meticulous efforts to secure the welfare and safety of each girl. Each form tutor knows her group intimately; forms of 6-8 pupils mean that no girl can slip through unnoticed. The school employs a dedicated counsellor who visits weekly, and girls speak of feeling comfortable approaching staff with concerns. Mental health awareness is embedded in the PSHE curriculum. The house system, with house staff providing oversight, creates additional layers of pastoral support. Year transitions (Reception to Year 1, Year 5 to Year 6, Year 11 to Sixth Form) are managed carefully, with transition days and buddy systems reducing anxiety.

The school's emphasis on girls being themselves creates an environment where difference is accepted rather than tolerated. This appears to foster both confidence and genuine kindness among pupils.

Entry is selective. The school assesses girls through entrance examinations at 3+ (nursery), 4+ (Reception), 8+ (Year 4), 11+ (Year 7), and 16+ (Sixth Form). Entrance tests examine English and Mathematics; some years include reasoning or verbal reasoning. The school does not publish pass marks, and competition varies by cohort. Places are not guaranteed by any fee or previous attendance; scholarships and bursaries are awarded based on merit and financial need respectively, independently of one another.

For Year 7 entry, the school awards Headmaster's Scholarships providing 5-25% fee reduction to girls with exceptional academic performance. These are not means-tested; the school actively encourages applications from families new to independent education. For Sixth Form entry, the Sir Thomas White Scholarship offers 100% fees (funded 55% by the Trust, 45% by the school) to girls from state schools in Leicestershire or Rutland. The school has awarded several such scholarships in recent years. Music Scholarships are available from Year 6 onwards, with auditions assessing instrumental and vocal ability.

• Junior Department: 8.30am-3.15pm (Years F-2), 8.30am-3.20pm (Years 3-5). Lunch runs just before noon for approximately 90 minutes.
• Senior School (Years 6-13): 8.25am-3.45pm. Lunch 12.45pm-1.50pm.

• Before school: 7.30am-8.15am (small charge)
• After school: 3.30pm-6.00pm (no charge for senior school; small charge for juniors)

The three-acre campus houses the original Victorian Portland House alongside modern extensions. The junior department occupies a separate building with its own hall, library, IT suite, garden, and playground. The senior school shares a central gym, library, drama/dance studio, ICT suites, language computer suite, six science laboratories, an art and design studio, a dedicated sixth form area, and a food studies room arranged around an award-winning courtyard garden. The 2019 Dave Family Music Centre provides specialist music teaching spaces.

The school is located on London Road in South Knighton, accessible by public transport. Parents commonly use car, bus, and walking as routes. The school does not provide dedicated transport but many families arrange lifts. The nearby Saffron Lane and Manor Road facilities for additional sports are accessible by coach or private transport.

All-girls environment: The school's single-sex structure is a feature, not a bug, but families must be comfortable with this choice. The school argues, and data supports, that girls in single-sex environments show greater confidence, less social anxiety, and greater willingness to engage in subjects traditionally seen as masculine (particularly STEM). However, some families prioritise mixed education for social reasons. The Sixth Form does integrate boys from some external sixth form colleges into shared subjects, providing limited co-educational experience.

Academic selectivity: Entry is genuinely competitive. The school assesses girls at multiple entry points and admission is not certain. Families should be realistic about their daughter's likely performance and not assume entry simply because they can pay fees. The school is looking for girls who will engage intellectually and flourish in a scholarly environment.

Fees pressure: While the school offers financial assistance, fees remain a barrier for many families. The jump from junior to senior school fees is significant, and families should plan accordingly. The school's statement that "financial circumstances should never be a barrier" is sincere but necessarily limited by the trust's funds.

Girls-only decision: By age 11, some girls are keen to experience co-education. Parents of daughters expressing this should discuss the school's ethos honestly. The school's argument that single-sex education empowers girls is credible, but it is not right for every family.

Pace and expectations: The school moves at a brisk pace. Year 6 pupils transition immediately to senior school facilities and specialist teaching without preparation time. Girls who thrive in highly structured, slower-paced environments may find the transition challenging, though the school's careful transition planning mitigates this.

Leicester High School for Girls ranks among the strongest all-girls schools in England, delivering exceptional academics within a genuinely caring community. The school's 120-year heritage, small scale, and intentional pastoral culture create an environment where girls flourish intellectually and personally. Results speak for themselves: 73% grades 9-7 at GCSE, elite rankings (top 2%, FindMySchool data), and consistent university progression to Russell Group and beyond. What distinguishes the school beyond raw results is the tangible sense that every girl matters; the school invests in music, drama, sport, and leadership not as token extras but as genuine expression of its values.

Best suited to academically able girls who will engage with the school's scholarly traditions and benefit from single-sex education. Families comfortable with the all-girls environment, aware of fees, and seeking a school that develops confident, articulate young women will find much to appreciate. The main challenge is securing entry; for those who do, the experience is transformative.