The Belvedere Academy: Where Liverpool's Girls Have Thrived for Over a Century

Be brave. Be bold. Be Belvedere. This motto captures the spirit of a school that transformed from an elite independent institution into one of Liverpool's most sought-after state academies. Founded in 1880 as Liverpool High School and now part of the Girls' Day School Trust, The Belvedere Academy occupies a distinctive campus of interconnected Victorian villas along Belvidere Road, several of which hold Grade I listed status. The school serves approximately 1,180 girls aged 11 to 19, drawing applications from across Liverpool and beyond. With 779 applications for 174 Year 7 places in the most recent admissions round, competition is fierce. The March 2025 Ofsted inspection awarded Outstanding grades for both behaviour and attitudes and personal development, confirming what local families have long known: this is a school that develops confident, ambitious young women.

The architecture tells a story of evolution. Victorian townhouses, acquired gradually since the school's founding, connect via corridors and staircases to form an unconventional but characterful campus. A modern three-storey teaching block houses science laboratories, dance and drama studios, and ICT facilities, providing contemporary learning spaces within a heritage setting. The juxtaposition works: period features and high ceilings sit alongside twenty-first century equipment.

Julie Taylor serves as Executive Principal, leading a school that balances academic ambition with genuine care for student wellbeing. The atmosphere is purposeful without being pressured. Girls move between lessons in buildings that span over a century of educational history, a physical reminder that they belong to something larger than themselves.

As one of only two state-funded academies within the Girls' Day School Trust (alongside its sister school in the network), The Belvedere Academy occupies an unusual position in the English education landscape. The GDST connection provides access to a nationwide network of 25 schools, employer partnerships with organisations including PwC and Rolls-Royce, and an alumnae network of 75,000 former students.

The school's values emphasise courage and ambition. Students are encouraged to take intellectual risks, participate in debate, and develop their voices. Over 100 extracurricular clubs provide outlets for every interest, and the school actively supports students in establishing new societies when existing provision does not meet their needs.

GCSE Performance

Academic results are strong and consistent. At GCSE in 2024, the Attainment 8 score of 57.1 significantly exceeded the England average of 45.9. Nearly 38% of all grades were at 9-7, with 21% at the very highest grades of 9-8.

The school ranks 686th in England for GCSE outcomes (FindMySchool ranking based on official data), placing it in the top 15% of schools nationally and comfortably above the England average. Within Liverpool, the academy ranks 6th among secondary schools.

The Progress 8 score of +0.18 indicates that students make above-average progress from their starting points, a meaningful metric given the school operates with fair-banding admissions rather than academic selection. This demonstrates that the academy adds value across the ability spectrum, not just for the most academically able.

EBacc performance reflects the breadth of academic study: the average EBacc point score of 5.01 exceeds the England average of 4.08, with 25.5% of students achieving grades 5 or above across the EBacc suite of subjects.

A-Level Performance

At A-level, results reflect solid performance. In 2024, approximately 49% of grades fell at A*-B, marginally above the England average of 47.2%. The proportion achieving the highest A* grades stood at 7.9%, with 14.6% at A grade.

The school ranks 1,137th in England for A-level outcomes (FindMySchool ranking), placing it in line with the middle 35% of sixth forms nationally (25th to 60th percentile). Within Liverpool, it ranks 14th among providers offering A-levels. This positioning reflects the all-ability intake flowing through from Year 7: students who enter through fair banding rather than academic selection still achieve creditable results at 18.

The combined GCSE and A-level England rank of 989 demonstrates overall academic strength across both phases of secondary education.

The curriculum spans 28 A-level and BTEC qualifications at sixth form level, one of the broadest offerings in Liverpool. Sciences run alongside creative arts; classical subjects share corridor space with vocational pathways.

Teaching follows structured approaches with clear expectations. The recent Ofsted inspection confirmed that the quality of education is Good, noting the school's curriculum ambition and consistent delivery. Staff have strong subject knowledge, and students report high levels of engagement with their learning.

Specialist support underpins academic progress. EAL provision, reading programmes, and SEND services ensure that students with additional needs access appropriate support. The school holds multiple accreditations, including the Liverpool Inclusion Charter Mark, reflecting commitment to accessibility.

For students pursuing competitive university courses, preparation begins early. The GDST network provides access to pathways programmes in law and medicine, including aptitude test preparation. Oxbridge support is embedded within the sixth form offer.

University progression is strong. According to DfE destination data for 2024, 60% of sixth form leavers progressed to university, with a further 3% entering further education and 2% beginning apprenticeships. 20% moved directly into employment.

The school's destinations data shows students securing places at Russell Group universities including the University of Liverpool, King's College London, LSE, Imperial College London, and the University of Edinburgh. Local institutions, particularly the University of Liverpool and Liverpool John Moores University, feature prominently.

Oxbridge applications demonstrate aspiration across the student body. In the most recent measurement period, 13 students applied to Oxford and Cambridge, with 3 receiving offers and 1 securing a place. The 2025 destinations list includes placements at Oxford for Experimental Psychology and Medicine.

Course diversity reflects student ambition across disciplines: medicine, law, architecture, engineering, psychology, and the creative industries all feature in recent cohorts. The school publishes detailed destination lists spanning multiple years, providing families with transparent insight into where Belvedere students progress.

The GDST Alumnae Network offers ongoing support post-graduation, with dedicated Facebook groups at 25 UK universities providing ready-made communities for former students.

Competition for Year 7 places is intense. With 779 applications for 174 places (4.48 applicants per place), The Belvedere Academy ranks among the most oversubscribed schools in Liverpool. This is one of the top schools everyone wants their daughter to go to in Liverpool. Competition makes careful attention to application requirements essential.

Applications are made through Liverpool City Council's coordinated admissions system, but families must also complete a separate Belvedere application form directly with the school. This dual application requirement is essential; missing either form risks losing priority.

The admissions process uses fair banding rather than academic selection. All applicants complete a non-verbal reasoning assessment to determine their band; the school then admits proportionally from each band to ensure an all-ability intake. Results are not published to families.

10% of places (18 annually) are allocated through music aptitude testing. Applicants wishing to be considered for these specialist places must opt in and complete a 30-minute listening test. This provides an alternative pathway for students with demonstrated musical potential.

For September 2026 entry, key dates include the Open Evening on 26th June 2025 (4pm to 6:30pm), the application deadline of 12th September 2025, Assessment Day on 4th October 2025, and offer notifications on 2nd March 2026. The appeals deadline falls on 31st March 2026.

The school holds the Fair School Admissions Gold Award, indicating transparency and ethical practices in the admissions process.

Sixth form admissions accept both internal students progressing from Year 11 and external applicants. Record numbers have applied in recent years, reflecting the school's strong post-16 reputation.

The March 2025 Ofsted inspection awarded Outstanding grades for both behaviour and attitudes and personal development, the highest possible recognition for student welfare and character education.

Pastoral structures support students throughout their time at the academy. Peer mentoring systems pair older students with younger ones, building cross-year relationships and providing informal support networks. A Senior Student Leadership Team gives sixth formers responsibility for school culture and student voice.

Behaviour is consistently strong. Parents responding to Ofsted's Parent View survey reported high levels of satisfaction: 89% agreed or strongly agreed that their child is happy at the school, with 91% confirming their child feels safe.

Personal development provision extends beyond academic study. The BE: Life Ready programme prepares sixth formers for adult life through sessions on first aid, self-defence, financial literacy, and health education. These practical life skills complement academic preparation for university or employment.

Music

Music provision runs deep. Students join the orchestra, string, woodwind, and brass chamber ensembles, and the choir, with public performances scheduled each term. The music aptitude admissions pathway reflects the school's commitment to developing musical talent from entry.

Drama

The annual Drama Festival forms a cultural centrepiece. Year 12 students produce and direct theatrical pieces with younger year groups, developing leadership skills while creating genuinely ambitious productions. Standards are high. Additional opportunities exist for backstage involvement in whole-school performances.

Sport

Team and individual sports cater to competitive and recreational participation. Students represent the school against local rivals and in national tournaments. The Community Sports Leadership Award is available in Year 12, providing coaching qualifications alongside personal development. Facilities include a large sports hall and dance studio.

Combined Cadet Force

A thriving Naval Cadets programme offers discipline, teamwork, and outdoor adventure. This CCF provision is relatively unusual for a girls' school and reflects the academy's emphasis on developing resilience and leadership.

Duke of Edinburgh Award

Students work toward Bronze, Silver, and Gold awards throughout their school career. The scheme forms part of the Aspire Award in sixth form, where it contributes to demonstrable leadership and personal development.

Clubs and Societies

Over 100 clubs operate during lunchtimes and after school. Offerings range from debating and chess to trampolining and fair-trade advocacy. Language clubs in Arabic and Chinese extend beyond the standard curriculum. Knitting club provides quieter sanctuary. Students are actively encouraged to establish new clubs where interests are not yet served.

International Trips

Educational visits include theatre trips to London, geography and science fieldwork in Snowdonia and Malham, and international expeditions to Berlin, Krakow, Italy, Zambia, and China. These experiences broaden horizons and build independence.

The school day operates standard secondary hours. Wraparound care details should be confirmed directly with the school. The campus at 17 Belvidere Road, Princes Park, lies close to the city centre, accessible by public transport and within walking distance of Toxteth and the L8 area.

The Grade I listed Victorian buildings mean accessibility can be challenging throughout the campus. Families with specific access needs should discuss requirements with the school before application.

Intense competition for places. With nearly 4.5 applications for every Year 7 place, securing admission requires completing both the council preference form and the separate Belvedere application. Missing either form is a common error that costs families a place.

All-girls environment. The Belvedere Academy has educated girls since 1880 and remains single-sex throughout. Families seeking co-education will need to look elsewhere, though many parents specifically value the girls-only setting.

Historic buildings have limitations. The characterful Victorian villas that form the campus carry practical constraints. Accessibility between buildings is limited, and some facilities reflect the heritage setting rather than purpose-built modern design.

A-level results sit in the middle tier. While GCSE performance places the school in the top 15% nationally, A-level results are more typical, reflecting the all-ability intake. Students seeking the most academically selective sixth form environments may consider alternatives, though the breadth of courses and GDST support here offer distinct advantages.

The Belvedere Academy delivers something genuinely rare: an education shaped by 145 years of girls' school expertise, backed by the resources of the GDST network, at no cost to families. The Outstanding grades for behaviour and personal development confirm a school where students feel safe, supported, and challenged to grow.

Results are strong at GCSE and solid at A-level, achieved with an all-ability intake that ensures the school serves its community rather than selecting from it. University destinations demonstrate genuine social mobility, with students progressing to Russell Group universities, Oxbridge, and competitive professional courses.

Best suited to families across Liverpool seeking excellent girls' secondary education without fees, particularly those who value character development alongside academic achievement. The main challenge lies in admission: getting through the door requires early organisation, careful attention to the dual application process, and acceptance that demand far exceeds supply.