Hasmonean High School for Girls Review 2026: Where Academic Excellence Meets Spiritual Depth

The purpose-built campus on Page Street in Mill Hill was constructed in 1975 to serve an Orthodox Jewish community that had grown substantially after the Second World War. Nearly eighty years after the school's founding, girls here enjoy an exceptionally strong academic education fused with profound religious study. The 2023 Ofsted inspection awarded the school a Good rating, with sixth form provision standing out as Outstanding. At GCSE, the school ranks 355th in England, placing it in the top 8% nationally (FindMySchool ranking). A-level results push even higher, ranking 232nd nationally among all schools offering A-level qualifications (FindMySchool ranking). Founded by Rabbi Dr. Solomon Schonfeld, who rescued thousands during the Holocaust, the school embodies his vision of creating an Orthodox Jewish educational haven for young women. With approximately 585 pupils across Years 7 to 13, and an average class size of just 10 pupils per teacher, Hasmonean maintains intimate teaching relationships within a dynamic school community.

The hallmark of life here is what staff and pupils describe as the Hasmonean family. Girls arrive in Year 7 and are immediately assigned a buddy from the sixth form, ensuring a warm transition into school life. The atmosphere combines genuine academic ambition with a palpable sense of belonging. Pupils are polite and articulate; incidents of bullying are rare. Inspectors noted that girls build respectful relationships with each other and with staff, and take great pride in their school.

The school's framework, Torah Im Derech Eretz, sits at the core of everything. This phrase translates roughly as success in the wider world without compromising the attitudes and values enshrined in the Torah. In practice, this means academic rigour runs alongside spiritual depth. Each day begins with lessons in Kodesh (Jewish studies), covering texts such as Chumash, Mishnah, and contemporary Torah philosophy. The Midrasha programme for sixth form girls includes choice classes such as Women in Tanach and Middos Workshop, allowing students to explore Judaism in personally meaningful ways.

Mrs Alice Lucas took up her position as Head of Girls' School in January 2025. She brings significant experience in senior leadership, having previously served as Head of History at St Marylebone School and as Deputy Head at South Hampstead High School. Before that, she was part of the team establishing a new Academy in Camden sponsored by University College London. Rabbi Golker, the Menahel (spiritual leader) overseeing both Hasmonean schools, is himself a graduate of Hasmonean. He trained in prestigious yeshivas in Israel and now lectures widely in the Jewish community.

The school operates two separate campuses (girls in Mill Hill, boys on Holders Hill Road), reflecting the ethos of separate education for boys and girls. This structure allows the girls' school to maintain its own distinct community whilst sharing leadership and some specialist teaching staff with the boys' school through the Hasmonean Multi-Academy Trust.

GCSE Performance

At GCSE, students consistently achieve strong outcomes. In 2024, an average Attainment 8 score of 62.1 placed the school well above the England average of 45.9. The school achieved 55% grades 9-7 across all subjects, compared to the England average of 54%. Progress 8, which measures how much pupils improve between Key Stage 2 and Key Stage 4, stood at +1.21, indicating that pupils make well above-average progress from their starting points.

Ranked 355th nationally out of 4,593 secondary schools assessed (FindMySchool ranking), the school sits in the top 8% in England. Locally within Barnet, the school ranks 4th among all secondaries. The English Baccalaureate (EBacc) entry rate stands at 39%, with pupils achieving an average EBacc APS (average point score) of 5.83 compared to the England average of 4.08. A strong focus on breadth means pupils study sciences separately (not as double award), languages to GCSE level, and humanities subjects that develop critical thinking. Modern Hebrew forms a distinctive element of the linguistics offer, studied as standard through Year 8.

A-Level Performance

The sixth form delivers outstanding results. In 2024, 78% of A-level grades were A*-B, with 16% achieving A* and 38% achieving A. This places the school 232nd nationally for A-level performance (FindMySchool ranking), within the top 9% of all schools in England offering A-level qualifications. Twenty-six A-level subjects are offered, including Classical Greek, Russian, and History of Art, allowing genuine breadth alongside specialist options.

Inspectors rated sixth form provision as Outstanding. They highlighted effective support and guidance that helps sixth form students improve their work with precision. The Yashar programme, designed specifically for sixth form students, guides them through university applications, gap year planning, and career exploration. Partnerships with external organisations ensure high-quality interactions with employers and higher education institutions. Sixth form students who do not proceed directly to university may pursue seminary study in Israel before attending university, a pathway taken by the vast majority of Year 13 leavers.

Teaching follows a carefully sequenced curriculum designed to build deep understanding. Leaders have identified the important concepts pupils must grasp to advance their knowledge and skills across subjects. In science, for instance, pupils undertake regular practical work, consolidating their understanding of working scientifically as they progress through increasingly complex tasks. This structured approach prepares students exceptionally well for GCSE and A-level study.

Teachers are well-informed about pupils' individual needs. They make helpful adaptations to lessons and resources to support pupils with special educational needs. A small number of pupils requiring additional reading support are identified quickly and provided with targeted intervention. Pupils love to read and enjoy recommending books to each other, creating a culture of literary engagement.

In the sixth form, students receive targeted feedback that helps them refine their work precisely. Sixth form students show excellent commitment to their studies. In lower years, whilst attitudes to learning are typically positive, the effectiveness of teachers checking understanding varies. On occasion, teaching moves forward before all pupils are fully ready, creating knowledge gaps that can lead to misconceptions. The school recognises this area for development and is working to embed more consistent formative assessment practices.

The vast majority of Hasmonean graduates progress to university. In 2024, 79 pupils completed A-levels. Almost all proceed to higher education, with a significant proportion going to Russell Group universities. In the same year, one student secured a Cambridge place. The Yashar programme ensures students have support beyond leaving school; alumni continue to receive personal statement and UCAS support through emails, phone calls, and video meetings.

University destinations showcase breadth across disciplines. Students regularly secure places at King's College London, London School of Economics, University College London, Imperial College, University of the Arts London, Edinburgh University, Durham University, and Exeter University. The school organises an annual visit to Cambridge in summer, allowing students to experience the university environment firsthand and assess whether it aligns with their aspirations.

For those pursuing gap years, the school's partnerships with seminaries in Israel enable students to deepen their Jewish learning before university, a pathway particularly significant for many graduates. The school also emphasises that career pathways extend well beyond university; work experience in Year 10 and Year 12 helps students explore employment options and develop practical skills for the world of work.

Extracurricular life thrives through a combination of daily clubs, termly rotating activities, and annual flagship programmes. Every day at the end of the school day, students select from a range of clubs offered. For younger pupils, Friday is marked by HIPE activities (Hasmonean Informal Programme of Enrichment), which students identify as their favourite part of the week. These Friday sessions include celebration of religious events and festivals through food, song, and dance.

Music & Performance

The school supports a strong musical culture. Students at all levels engage with music, whether through casual performance, structured ensembles, or formal lessons. The music curriculum provides instrumental tuition across a range of instruments, and specialist musicians coach students preparing for grade examinations and higher music education entry. Sixth form students lead special concerts and musical events for the wider school community. Annually, musical performances feature prominently in school celebrations and assemblies, with students demonstrating genuine love of performing.

Drama & Theatre

Drama offers multiple entry points, from informal classroom performance to structured productions. Students participate in theatrical performances that showcase their talents and build confidence in presentation and teamwork. The school creates opportunities for students to perform at scale, with major productions celebrating student creativity and often involving lighting, sound, and costume design. Drama also integrates into English teaching, where studying plays includes practical exploration of character, motivation, and dramatic effect.

Duke of Edinburgh's Award

Students can engage with the Duke of Edinburgh's Award scheme, developing resilience, self-reliance, and teamwork through expedition, skills development, and service components. The scheme operates at Bronze and Silver levels, with students working towards recognised qualifications that strengthen university applications and develop character.

HIPE Activities

The Friday afternoon HIPE programme (mentioned above) spans the full range of pupil interests, from sports and creative pursuits to academic enrichment and community service. These sessions emphasise fun, exploration, and building connections across year groups, making Friday afternoons highly anticipated.

Clubs & Leadership

Sixth form students lead many clubs across the school, providing younger pupils with peer mentoring and creating a sense of continuity and aspiration. Students lead initiatives such as Mishna Munch (a communal learning initiative) and Learn to Lead, both of which involve younger pupils. Students assist with school-wide programmes for religious celebrations including Chanukah and Tu b'Shvat.

The school hosts termly club fairs allowing students to explore new interests. Current and recent clubs include Art Club (founded and led by students), where calligraphy and painting sessions provide creative outlet and relaxation. Debating societies give students platforms to develop oratory skills and engage in intellectual discussion. Subject-based societies allow deeper exploration of A-level and GCSE topics.

Trips & Experiences

The curriculum includes distinctive educational trips that enrich learning. Year 7 pupils experience a residential trip that builds new friendships and independence. Year 10 pupils visit Scotland, exploring landscape and culture beyond London. Year 12 pupils undertake the legendary Poland trip, part of the Midrasha programme, which provides powerful Holocaust education and Jewish heritage learning. Students visit museums in central London including the British Museum and National Gallery, connecting classroom learning with object-based study. The school also hosts visiting speakers, including alumni who share their university and career experiences.

Careers & Work Experience

From Year 7, pupils access an aspirational careers programme. They learn about university and vocational routes, use platforms such as Unifrog to research university courses and career pathways, and access independent careers interviews. Years 10 and 12 complete statutory work experience, with pupils either securing placements from a school database or finding their own placements aligned to their interests. The school organises an annual HE and FE evening where universities including Imperial College, London School of Economics, Middlesex, and City University send admissions tutors to discuss courses and university life directly with pupils, particularly those in Year 11 and sixth form.

Hasmonean High School for Girls operates as a state academy converter, meaning there are no tuition fees. This is a state school with no tuition fees. The school is faith-based and part of the Jewish Secondary Schools Movement.

For Year 7 entry, the school offers 75 places. Admissions are coordinated through Barnet Local Authority's standardised process. In recent years, the school has been consistently oversubscribed at primary entry. With 121 applications for 72 places in the primary cohort (Reception), this reflects strong local demand. Entry is determined by oversubscription criteria that prioritise looked-after children, followed by pupils with siblings already at the school, then pupils based on distance from the school.

The school's Jewish character means that some admissions weight may be given to faith affiliation, though the exact criteria should be verified with the school's admissions office. Students new to the school in Year 7 receive a warm welcome and are assigned sixth form buddies to support their transition. The Step Up Programme, created by school leaders for Year 5 students, aids the transition from primary to secondary by familiarising pupils with the school environment before arrival.

The school moved Year 7 and Year 8 pupils to a satellite campus in Belsize Park in 2023 and 2024 respectively, due to higher-than-anticipated demand for places. This means younger pupils spend their early secondary years at the Belsize Park site before moving to the main Mill Hill campus for Year 9. The school website and Barnet Local Authority website should be checked for specific admissions timelines and criteria.

The school places strong emphasis on creating a safe, inclusive community where every pupil feels known and valued. Safeguarding arrangements are effective, with clear reporting pathways and a culture where pupils feel able to voice concerns. Teachers are well-informed about pupils' individual circumstances and provide thoughtful pastoral support.

The buddy system in which new Year 7 pupils are assigned a sixth form buddy proves effective; students report feeling welcomed and supported during transition. House systems or form group structures create stable pastoral teams where pupils see the same staff members regularly, strengthening relationships and enabling early identification of concern.

Counselling support is available; a trained counsellor visits weekly to provide additional emotional support to pupils who need it. The school actively promotes pupils' awareness of mental health and wellbeing, teaching about consent, healthy relationships, and managing emotions in age-appropriate ways. External speakers supplement the school's own teaching, bringing specialist expertise on health and wellbeing topics. Pupils have a strong understanding of British values, particularly respect and tolerance, and they enjoy learning about other religions. The school hosted a visit from pupils of another faith on Holocaust Memorial Day.

The school takes attendance seriously, prioritising consistent attendance through robust follow-up of persistent absence and analytical approach to identifying trends in attendance data.

The school day runs from 8:50 to 3:20 on most days. On Friday, school finishes at an earlier time to allow observance of Shabbat from the late afternoon. The school does not offer breakfast club or after-school care.

Students can access school dinners in the dining room. School uniform is expected, and girls wear a blazer with school colours. The school communicates efficiently with parents regarding academic progress and school events through its online portal.

The school's location in Mill Hill is accessible via multiple bus routes (Route 240 serves the main campus directly). The closest Underground stations are Mill Hill East and Golders Green. Parking is available in the immediate vicinity for families dropping off and collecting pupils.

Demand is intense at entry. With consistently oversubscribed admissions, securing a Year 7 place is competitive and dependent on proximity. Families interested in entry should check distance data with the local authority well in advance, as nearness to the school is a key factor but does not guarantee a place.

The school is faith-based. While the school is academically selective through its location rather than entrance examination, it is explicitly for families who wish to engage with Orthodox Jewish education. Daily prayer, regular Torah study, and celebration of Jewish festivals are core to school life. Families uncomfortable with religious education should seek alternatives.

No Saturday school, but Friday finishes early. The school accommodates Shabbat observance by finishing at lunchtime on Fridays and not operating on Saturdays. This should be understood when considering the school's timetable.

There is a satellite campus for Years 7 and 8. Since 2023, younger pupils study at the Belsize Park site rather than the main Mill Hill campus, meaning pupils transition between sites as they progress through the school.

Hasmonean High School for Girls stands as one of London's highest-achieving comprehensive schools, blending exceptional academic results with genuine spiritual and character education. The school ranks in the top 8% nationally for GCSE performance (FindMySchool data) and top 9% for A-level (FindMySchool data), with Sixth Form provision rated Outstanding by Ofsted. Girls leave equipped with strong qualifications, university confidence, and a grounded sense of identity. The school suits families of Orthodox Jewish faith who value both academic excellence and deep religious learning, and who appreciate the tight community that characterises boarding-adjacent boarding schools without overnight provisions. The principal barrier to entry is securing a place given consistent oversubscription; those who succeed will find an exceptionally strong school.