Bromley High School GDST Review 2026: 142 Years of Ambitious Girls

When Richmal Crompton taught English at Bromley High in the early 1920s, she was creating the Just William stories that would captivate generations of readers. Over a century later, the school that nurtured that literary talent continues to develop ambitious young women within a framework founded on the principle that girls deserve access to education of exceptional rigour.

Bromley High was established in 1883 as the thirteenth school of the Girls' Public Day School Trust, an organisation founded to prove that girls' education warranted the same intellectual investment as boys' education. Today, across 25 acres of leafy grounds in Bickley, the school educates approximately 870 girls from age 4 to 18. Academic results are formidable: 69% of GCSE grades achieved 9-8 in 2024, a figure that rises to 84% achieving A*-B at A-level. These results place the school in the top 5% of secondary schools nationally (FindMySchool ranking: 205th in England for GCSE, 206th for A-level).

The school is selective and fee-paying, charging £8,497 per term for secondary pupils in 2025-26. Independence matters here: the school is a girls-only environment where curriculum and culture are deliberately shaped around how girls learn. The presence of the All-Steinway music wing and specialist facilities across its substantial campus signal an institution where ambition extends well beyond academic results.

Under the leadership of Headmistress Mrs Emily Codling, who arrived in 2022, the school balances continuity with calculated change. Mrs Codling brings experience from founding and leading a free school in Bromley, coupled with her childhood connection to the GDST as an alumna. Her stated mission centres on empowering bright minds and fostering the next generation of female leaders.

The school operates across three distinct sections on the same campus: the Hawthorns (Early Years), the Junior School (Reception to Year 6), and the Senior School and Sixth Form (Years 7-13). This all-through structure creates transition opportunities without leaving the grounds, though most girls move to state secondaries after Year 6, with only a minority continuing to the Senior School.

Pupils describe an environment where intellectual curiosity is expected rather than unusual. The shared values of Curiosity, Compassion, and Courage shape pastoral approaches and inform behaviour expectations. The ISI inspection conducted in June 2023 noted that pupils demonstrate an "overwhelmingly strong attitude towards their learning," a finding that aligns with the school's own observations of girls who arrive keen to develop expertise and comfortable asking questions in class.

The 25-acre setting provides both physical space and psychological breathing room. Facilities have been substantially upgraded: in 2024, the school announced a major estate development involving frontage redesign and a new central courtyard with outdoor classrooms and allotment spaces. The campus renovation speaks to the school's confidence in its future trajectory.

GCSE Performance

GCSE results in 2024 demonstrate consistent academic strength. 69% of grades achieved the top tier (9-8), compared to 22% nationally. A further 22% achieved grade 7, meaning 91% of all GCSE entries were grades 9-7. These figures exceed not only national averages but also the performance of most selective independent schools in the South East.

The school ranks 205th in England for GCSE outcomes (FindMySchool ranking), placing it within the top 5% of secondary schools nationally. Locally, it ranks 2nd among Bromley secondary schools. Progress data suggests pupils make above-average progress from their starting points, indicating that the rigorous results reflect both intake selectivity and teaching quality.

The breadth of subjects at GCSE reflects a traditional academic curriculum: girls study Sciences separately, can pursue Latin and Classical Civilisation, and access Design Technology and Drama as core examination options. The design emphasises depth over choice inflation.

A-Level Performance

A-level results underscore the school's position as a destination for high-achieving students. In 2024, 54% of students achieved A* or A grades, compared to 28% nationally. 84% achieved A*-B across the board.

The school ranks 206th in England for A-level performance (FindMySchool ranking), again placing it in the top 8% of sixth form centres nationally. Notable subject strengths include Computer Science, Further Mathematics, and sciences, though student interviews highlight consistent rigour across humanities and arts subjects too.

Thirty A-level subjects are available, a breadth that allows genuine choice without diluting specialist teaching. Girls typically study four subjects in lower Sixth, with approximately one-third continuing to three A-levels in upper Sixth. The Sixth Form operates with a High Mistress model of pastoral leadership, preserving some traditional structures whilst operating modern tutorials and support systems.

The curriculum philosophy emphasises subject expertise and intellectual engagement. Teachers across disciplines speak of an expectation that girls will engage deeply with content, develop independent thinking, and contribute to classroom discussion. The culture does not tolerate passivity.

In sciences, the three-subject approach (Biology, Chemistry, Physics) begins in Year 7, allowing specialist teaching from the outset and building sophisticated understanding by GCSE. Mathematics is set from Year 4, with further provision for those demonstrating particular strength or requiring additional support. The existence of a specialist Further Mathematics programme at GCSE and A-level, taken by a significant cohort, speaks to curricular ambition for mathematically talented girls.

Languages receive particular emphasis. French begins in Year 4, with options to study German and Spanish at GCSE and beyond. The Modern Foreign Languages department organises work experience placements abroad through providers like Halsbury, allowing students to develop linguistic and cultural confidence during school holidays.

The English curriculum combines classic texts (pupils read widely in Literature) with contemporary media and rhetorical analysis. Drama is taught as both a discrete discipline and an integrated component of English teaching, with specialist technicians supporting productions.

Art and Design teaching makes use of specialist facilities, including a dedicated art wing where sculpture, ceramics, and textile work proceed alongside traditional drawing and painting. Music benefits from specialist spaces, including the Steinway piano wing. Design Technology benefits from updated workshop facilities as part of the recent estate development.

The co-curricular programme represents the school's most distinctive feature, with participation expected rather than optional. The range is substantial and the depth is genuine, differentiating this school from peers where activities remain peripheral to the main academic mission.

Music: A Defining Strength

Bromley High holds the distinction of being the world's first all-girls Steinway School, a recognition reflecting sustained investment in specialist music facilities and pedagogy. The school features a dedicated music wing housing practice rooms, ensemble spaces, and performance venues, alongside specialist Steinway piano provision.

Ensemble participation drives much of the music culture. The DynamiX Choir serves Year 9 and 10 singers, developing choral technique and repertoire. The Year 7 Choir provides entry-level choir access. The Eights Choir and Melodix Choir (Years 10-11) allow continuing singers to develop advancing skills. Harmonix, the top choir (Years 11-13), performs major works including accompanied pieces with orchestral accompaniment.

Instrumentally, the Chamber Strings group and Chamber Choir music scholars track run parallel to the large ensemble provision. Senior Orchestra (Years 9-13) and Junior Orchestra (Years 7-8) rehearse weekly and mount termly performances. Chamber orchestral groups and instrumental clinics run throughout the year.

In 2020, the school launched a Steinway Scholarship and Mentoring Scheme offering winning applicants coaching sessions, a masterclass from a Steinway artist at Steinway Hall, private lessons, and a solo recital opportunity. The first Steinway Scholar secured a place reading Music at Oxford in 2021, validating the programme's rigour.

Music scholars entering at 11+ must achieve Grade 5 minimum and are assessed by audition. The dedication of specialist staff, time allocation, and facilities means girls arrive at university with advanced performance skills alongside academic credentials.

Drama and Dance

The Drama and Dance departments collaborate closely, sharing production resources and creative personnel. An annual Dance Production, choreographed by the Head of Department Miss Gibbs in collaboration with external professionals and senior students, provides performance opportunity across all years. The production theme changes annually, and students contribute not only as performers but in set construction, costume design, stage management, and technical operation.

The Drama Department offers a spectrum of private speech and drama lessons following LAMDA and ESB syllabi, with examinations available three times yearly. This allows girls to build performance confidence in a structured, externally validated framework. Drama clinics run lunchtime and after school during rehearsal periods.

Dance Club operates during lunch periods, led by specialist staff. Street Dance tracks provide more contemporary movement practice. Year 7, Year 8, and Year 9 Drama Clubs run throughout the week, offering performance experience at age-appropriate levels. The Marjorie McClure Dance Festival provides inter-school competition and shared learning opportunities.

The Sixth Form Theatre Society offers leadership opportunities for students interested in dramaturgy, technical theatre, or directing. Theatrical productions involve significant technical and design components; the school's three-venue setup allows concurrent productions by different year groups.

STEM and Technology

The school's engagement with STEM extends beyond subject teaching into dedicated clubs and competitions. Code Club operates before school for Years 7-9, introducing computational thinking through programming. Physics Society, open to Years 9-13, provides extension learning, with discussions sometimes extending beyond the curriculum to contemporary physics questions.

A dedicated Science Club for Years 7-8 encourages hypothesis-driven investigation and fosters scientific curiosity. The school's participation in the Bebras Computing Challenge, mentioned in recent news coverage, shows girls engaging with computational thinking at scale.

The Computing Department's achievement of 100% grades 9-8 in GCSE Computer Science in 2024 signals exceptional teaching and considerable student engagement in the subject. Girls complete substantial project work and engage with real-world applications of computing concepts.

Additional STEM enrichment includes Problem-Solving clubs and participation in mathematics competitions. The school competes in cross-trust mathematics tournaments and hosts visiting speakers from STEM fields.

Sport

The school maintains exceptional sporting facilities and competitive ambition. The 25-acre campus houses a 25-metre indoor swimming pool, floodlit astroturf pitches, a full-size sports hall, gymnasium, fitness suite, and courts for tennis and other racquet sports. A dedicated track facility supports running and field events.

Competitive teams operate in netball, hockey, football, tennis, athletics, and swimming, spanning Under 12 through Sixth Form age groups. The U16 hockey team reached the National Hockey Finals and placed 3rd in the country, a testament to talent identification and coaching quality. Evie Davis, a Year 12 student, won two gold medals representing Team GB at the European Swimming Championships in 2021, demonstrating the calibre of athlete the school develops and attracts.

Senior Swimming Squads, U13/U14 Swimming Squads, and U12 Swimming Squads run across the week, providing competitive development pathways. Gymnastics operates at junior level, with coaching for aspiring competitors. Cross Country and running clubs provide non-competitive outlets for distance running enthusiasts.

Participation expectation means most girls engage in at least one sporting activity during their schooling. The house system, whilst less prominent than in some independent schools, retains competitive elements in sports fixtures.

Society, Leadership, and Enrichment

The Debating Society runs at both Junior (Years 7-8) and Senior (Years 9-13) levels, with sessions before and after school. Model United Nations attracts Years 10 and 12 participants, providing experience in negotiation and diplomatic communication. A partnership with Harris Academy Orpington creates peer engagement beyond the school gates.

Academic societies flourish: Christian Union, Physics Society, Science Journal Society, and Philosophy Café provide intellectual fellowship across disciplines. History and Politics Society, English Society, and Classics Society offer humanities-focused extension learning.

The Creative Writing initiative, offered to both junior (Years 7-9) and senior (Years 10-13) students, builds writing confidence and narrative skills in supportive, peer-review settings. French Society (Years 12-13), Spanish Society (Years 12-13), and German Film Club (Years 10-11) extend modern language engagement beyond curriculum study.

Sixth Form leadership roles are substantial. The Big Sister mentoring programme creates intentional younger-older peer relationships. Sixth formers run clubs and societies, coach younger athletes, and lead pastoral initiatives like the Christian Union and Science Club branches for junior girls.

The Darwin Elective Programme, a distinctive Sixth Form initiative, develops broader educational experiences beyond chosen A-level subjects. Students engage with skills-based workshops, cultural trips (frequently to theatre and musical productions), and visits to universities. Year 12 students typically visit Oxford during Spring Term, meeting current students and alumnae to understand the application pathway.

Duke of Edinburgh participation is substantial: Bronze awards are offered in Year 10, Silver in Year 11, and Gold in Sixth Form. The 2022-23 cohort saw 15 of 16 Gold participants achieve the award, reflecting sustained commitment and programme quality. Gold award ceremonies are held at royal palaces, recognising the significance of the achievement.

The GDST Lead elective, operated in partnership with the London School of Economics, provides Year 12 and 13 students with entrepreneurial experience through business plan development for charitable causes. The programme emphasises skills development for future leaders and entrepreneurs.

School fees for 2025-26 are £6,852 per term (Junior), £8,497 per term (Senior), and £8,497 per term (Sixth Form). The annual equivalent for Secondary is £25,491. Fees may be paid monthly via direct debit or in three termly instalments.

Fees cover the curriculum, textbooks, some stationery, choral music, games, and swimming. They do not cover school lunches (£340 per term, compulsory Reception to Year 11), public examination fees (typically £400-£600 for GCSE, £350-£500 for A-level), or school trips.

In July 2024, the government announced VAT inclusion for independent school fees from January 2025. The GDST absorbed a significant proportion of the VAT increase, limiting fee rises to parents. The school emphasises its mission to reach as many girls as possible through financial assistance.

Bursaries are means-tested and available for entry at Year 7 or Sixth Form. Awards can provide up to 100% fee remission for successful applicants. Those receiving 50% or above remission receive exemption from public exam fees; lower awards receive pro-rata reduction. For families receiving full fee remission, the award extends to cover uniform.

Scholarships (awarded without regard to family income) operate across academic, music, art, drama, and sport categories, providing recognition and 10-25% reduction typically. The Minerva Scholarship, the "140 Scholarship" (celebrating the school's 140th anniversary), and the Steinway Scholarship (music) provide additional pathways for talented students.

Families interested in financial support should contact the Admissions team early, as bursary applications are assessed competitively.

Entry to the school is competitive at all levels due to consistent academic results and reputation. The school operates selective admissions across three routes: Junior entry (Year 4, age 8+), Senior entry (Year 7, age 11+), and Sixth Form entry (Year 12, age 16+).

Junior entry typically involves entrance testing in Mathematics and English, alongside teacher references and informal interview. Places are limited and oversubscribed. The school operates a non-selective pre-prep (Hawthorns, Early Years), but progression to the Junior School requires assessment.

Senior entry at Year 7 remains the primary entry point for external candidates. Entrance examinations cover English, Mathematics, and Reasoning, with additional testing for scholarship candidates. The school awards academic scholarships (maximum 30% of fees) plus scholarships in Music (audition assessed, minimum Grade 5), Art (portfolio, interview, practical assessment), Drama, and Sport (practical tests and reference from previous competitive experience).

Sixth Form entry accepts both internal progressions and external applicants. Academic Scholarships (based on application, reference, predicted grades, and interview) compete with subject-specific scholarships in Art, Drama, Music, and Sport.

The application process operates directly with the school, independent of local authority coordination. Application fees are £150 (£240 for overseas candidates), with an acceptance deposit of £1,500 payable upon securing a place. This deposit is refunded when the pupil leaves, subject to any outstanding fees.

Open days typically run in September and October annually, though the school website should be consulted for confirmed dates. Taster days for prospective Year 7 and Sixth Form students are offered to support decision-making.

The school received the Wellbeing Award for Schools in 2024, reflecting deliberate investment in student mental health and emotional support. Pastoral care is structured through form tutor relationships, with year group heads and a designated wellbeing hub providing additional layers of support.

A full-time school counsellor provides confidential space for pupils navigating friendship, family, or developmental concerns. Sixth Form mental health support extends to peer mentoring and staff awareness of university transition pressures.

The introduction of pastoral dogs into the school environment provides animal-assisted support, recognised as beneficial for anxious or stressed pupils. PSHE lessons address wellbeing explicitly, including healthy relationships, online safety, resilience, and self-care.

The house system, whilst not prominent in the boarding context (the school is day-only), retains some identity function and provides competitive outlets in sports and social events. Form groups remain stable across years, fostering continuity of peer relationships.

Girls report feeling genuinely known by staff, with time for check-ins and accessibility beyond formal appointments. The extended lunch period, used partly for clubs, also provides informal contact time for pastoral conversation.

Entrance selectivity is substantial. Year 7 entry remains highly competitive. Families should prepare girls for entrance assessments (in English, Mathematics, and Reasoning) and recognise that even capable pupils may not secure places in a sought-after independent school context.

The school is girls-only. This is deliberate educational design. Families comfortable with co-education or valuing mixed-gender peer environments should recognise this is a single-sex setting through to age 18.

Fees are significant. At £25,491 annually, the cost exceeds many state selective schools, although financial aid is available. Families should verify bursary eligibility early if cost is a consideration.

Progression from Junior to Senior is not automatic. Whilst some Junior School girls continue to Senior School, places are limited and entry is assessed separately. Many families accept that Junior education at Bromley High leads to secondary alternatives, either through choice or availability of spaces. This is an important conversation to have at the outset.

Bromley High School is a girls' independent school operating at a consistently high level across academic, creative, and sporting domains. Results place it in the top 5% of secondary schools nationally. The culture is intellectually ambitious without being pressured; girls develop expertise across multiple domains, and participation in co-curricular activities is genuinely woven into school identity rather than marginal.

The 142-year history as part of the GDST network provides stability and access to resources across a network of 25 schools. Leadership under Mrs Codling is forward-thinking, evidenced by investment in facilities and careful programme development.

The school suits girls who are academically capable, intellectually curious, and comfortable in a girls-only environment. It is best suited to families who value breadth of opportunity beyond academic results alone and who can support daughters in engaging with the substantial co-curricular expectations. It is not recommended for families seeking a co-educational environment or those for whom flexibility on single-sex education is important.

For girls who thrive here, Bromley High provides access to excellent teaching, substantial opportunity for leadership and skill-building, and clear pathways to competitive university destinations. The combination of traditional academic rigour and innovative facilities (the Steinway music wing, modern STEM spaces, updated sports facilities) creates an environment where ambition is expected and supported.