Croydon High School Review 2026: Independent Excellence in the South London Suburbs

When Dorinda Neligan opened Croydon High School in 1874, she insisted her pupils wear ivy in their hair to their first prize-giving ceremony, a gesture of quiet pride in female achievement. That symbolic defiance of convention endures. Today, the school sits on 100 acres of leafy grounds in Selsdon, a campus relocated here in 1966 after the original Wellesley Road site had become hemmed in by urban sprawl. The girls currently at Croydon High span ages three to eighteen, moving through a five-form all-through independent school that belongs to the Girls' Day School Trust, a network of 26 schools where academic rigour is the baseline and character development is the mission.

In 2024, 77% of GCSE grades were 9-7, placing the school among the top performers in the country. At A-level, 82% achieved A*-B. The school ranks 117th in England for secondary outcomes (FindMySchool ranking), sitting comfortably within the national high tier. Beyond exam performance, the Independent Schools Inspectorate awarded the school the highest rating of Excellent across all areas in October 2022. With approximately 850 pupils on roll and no boarding provision, Croydon High operates as a day school, allowing families to choose independent education without the residential commitment some competitors require.

The school's motto—Alis Propriis Volat (She Flies with Her Own Wings)—guides everything from the academic curriculum to the breadth of co-curricular opportunity. For families in south London and beyond seeking a girls-only education that balances ambitious academics with genuine personal development, this is one of the most substantial options available.

The culture here has a distinctive flavour, one that sits confidently between tradition and forward momentum. The grounds speak to that balance: Victorian red-brick buildings from the 1960s campus sit alongside a newly refurbished junior school, all set within extensive green space. A Forest School area provides outdoor learning for younger pupils. A state-of-the-art music and art technology suite serves senior students. The effect is neither self-consciously cutting-edge nor nostalgic, but rather a school that invests thoughtfully in contemporary facilities while honouring its heritage.

Annabel Davies became head in September 2022, moving from Harrow International School in Hong Kong, where she was Principal Deputy Head (Curricular). A musician herself, educated at Royal Holloway where she read music, she brings passion for girls' education and explicit commitment to developing young women who can "fulfil their potential in whatever field suits them." Her leadership has introduced fresh energy while preserving the school's core identity. The wider context — Croydon High is part of the GDST, a charitable trust that reinvests all surplus income back into facilities and staff — shapes the resource base substantially. This is an independent school that doesn't operate for profit.

The mantra "Every Girl, Every Day" is genuinely embedded. Teachers speak of knowing each pupil as an individual, not merely as an exam candidate or a name on a register. Pupils describe being encouraged to try anything without fear of failure, to challenge themselves beyond their comfort zone, and to recognise that their peers are allies, not rivals competing for limited spots. The house system creates vertical structures (named after inspirational women in science, medicine, literature and nursing) that mix age groups and foster collaboration. Senior pupils lead reading clubs for juniors. Junior "community angels" ensure younger children have companionship at breaks. This isn't enforced duty; it emerges organically from the school's commitment to looking outward and upward.

The inspection in October 2022 noted that "pupils are extremely good at working collaboratively to benefit others and to make a very positive contribution to both the life of the school community and to wider society." That observation rings true beyond the inspection document. It's evident in how the school runs, in the relationships between year groups, and in the consistent emphasis on character alongside cleverness.

GCSE Performance

At GCSE, results have been consistently strong. In 2024, 77% of all grades awarded were 9-7, compared to the England average of 22%. This places Croydon High comfortably ahead of the England average across all three quarters. The school ranks 117th in England for secondary outcomes (FindMySchool ranking), placing it in the top 3%, or the national high tier. Locally, it sits third among Croydon schools.

Those headline figures reflect genuine strength across the curriculum. English and mathematics are particularly robust, with high entry rates to challenging literature and STEM subjects. Pupils regularly attempt the full English Baccalaureate suite of subjects (English, mathematics, sciences, languages, humanities), indicating curricular breadth and ambition. The school offers both GCSE and IGCSE options in certain subjects, allowing some flexibility to match individual learning profiles. Results at IGCSE level (internationally recognised) have historically exceeded worldwide norms, particularly in modern languages, mathematics and sciences.

A-Level Performance

In 2024, 82% of A-level grades were A*-B, compared to the England average of 54%. The school ranks 196th in England for A-level outcomes (FindMySchool ranking), placing it again in the national high tier at the top 7%.

The sixth form currently numbers around 150 students, approximately one-third of whom are day students joining from other schools seeking a more specialist post-16 environment. This means the cohort brings fresh perspectives and also indicates external validation of the school's reputation. A-level subject choice spans 25+ courses, balancing conventional academic subjects with creative disciplines. Recent years have seen strong uptake in sciences (biology, chemistry, physics, mathematics, further mathematics) and languages. Specialist STEM pathways appeal to students aiming for competitive STEM universities. The Extended Project Qualification (EPQ) is available and popular, with many students producing significant independent research alongside A-level study.

University destinations for sixth form leavers are impressive. In 2024, 89% of leavers progressed to university, with a further 2% to apprenticeships and 4% to employment. Beyond that headline, Oxbridge carries particular weight. In the measurement period, the school submitted 5 applications to Oxbridge, securing 1 place (Cambridge). This is a small absolute number but sits in the context of a sixth form cohort of roughly 150, suggesting competitive success at the highest tier.

Teaching is strong and expectations are clear. The school operates across a traditional academic curriculum with specialist expertise embedded in each subject area. Teachers hold subject degrees and many hold additional qualifications in pedagogy or specialist pedagogy. The inspection commented that "teaching is well-prepared and facilitates pupil progress, ensuring high levels of subject knowledge." This is neither surprising nor exceptional in top independent schools, but it's the baseline here.

Differentiation is routine. Mixed-ability teaching in lower years transitions to setted groups in mathematics from Year 9 onwards, allowing some acceleration for the most able while providing appropriate challenge for those working just below that ceiling. Latin is taught from Year 7, with Classical Greek available at GCSE and A-level, signalling a school confident in the value of traditional humanities alongside modern languages. Computer science is compulsory at Key Stage 3, embedded from Year 7, not relegated to an optional software club.

The approach leans toward conceptual understanding and depth rather than surface-level coverage. Teachers report regular feedback to pupils on progress, using formative assessment to shape lesson planning. The school has invested in contemporary assessment systems that allow pupils to track their own progress and understand where gaps exist, a metacognitive approach that prepares sixth formers well for independent learning at university.

University Pathways

Leavers from Year 11 (age sixteen) who progress to Year 12 sixth form already form a significant retention. The school operates an internal advancement system where sixth form entry is conditional on academic performance at GCSE (typically requiring grades 6-7 or above in studied subjects, depending on subject-specific requirements). This selective gating means the sixth form cohort is academically confident, which in turn raises the bar for academic discourse and peer learning.

Pupils who leave at Year 11 transition to sixth form colleges, independent sixth forms elsewhere in London, or move to specialist post-16 colleges aligned to their interests. The school provides thorough guidance and university preparation support, including UCAS application coaching, personal statement feedback, and practice interviews for those aiming at competitive universities.

For sixth form leavers, the typical progression is to universities ranked within the Russell Group or equivalent. The school does not publish detailed destination data on its website for competitive reasons, but the combination of strong A-level results and the calibre of pupils suggests that substantial numbers progress to Oxford, Cambridge, UCL, LSE, Imperial College, Edinburgh, Bristol, and Warwick. Specialist pathways exist for medicine, law, engineering and sciences, with the school maintaining links to university medical schools and professional bodies that facilitate work experience and mentoring.

Within the measurement period, one sixth form student secured entry to Cambridge. For context, typical sixth forms of this size and quality would expect to see single-digit Oxbridge placements annually, placing Croydon High in the reasonable bracket rather than the exceptional. The emphasis is less on Oxbridge pipeline mythology and more on ensuring each student reaches an appropriate stretch university aligned with their interests and ambition.

The co-curricular programme represents a defining strength and occupies substantial space in the school's strategic identity. The school's motto — She Flies with Her Own Wings — is operationalised here, with the philosophy that excellence is not restricted to the examination hall. The school expects girls to engage, to try, to discover passions that may have lain dormant, and to develop competence and confidence across diverse domains. Participation is high and clubs rotate termly, allowing exploration without long-term commitment.

Sports: Comprehensive and Competitive

Netball and hockey are the flagship sports, with substantial success at regional and national levels. Both maintain competitive fixtures against well-regarded independent schools in the south-east and compete in the London Youth Games and regional tournaments. Cricket and rugby are emerging programmes, with recent tournament victories suggesting developing strength. Swimming has produced individual swimmers currently competing for Team GB, indicating elite-level development pathways for the talented.

Athletics enjoys individual and team success. Cross country runs occur in the early mornings, harnessing the extensive grounds. The all-weather astroturf pitch, floodlit and newly refurbished, hosts hockey and provides training facilities. A dedicated sports pavilion sits adjacent to the pitch, providing changing facilities and spectator space. The coaching team includes individuals with international playing and coaching experience, ensuring technical excellence and competitive mentality alongside skill development.

Beyond the mainstream sports, specialist provision exists for pentathlon (shooting and modern pentathlon elements) and biathlon. Girls can train in fencing, tennis, and equestrian pursuits, with some liaising with external clubs for specialist competition. For the less traditionally athletic, aerobics, yoga, pilates and general fitness clubs cater to those seeking activity without competitive pressure. The philosophy is explicit: there is something for everyone, and the goal is lifetime physical activity engagement, not elite pipeline development for a narrow cohort.

Music: Substantial and Professional

Music forms a genuine pillar. The school maintains a middle school choir (open to Years 7-9), with senior choirs for older students. The orchestra draws across the school and performs termly. Smaller ensembles — jazz groups, wind bands, string quartets — rehearse regularly. The curriculum includes music technology alongside traditional music, and the state-of-the-art music suite provides practice rooms, ensemble spaces and recording facilities.

The department offers tuition in orchestral instruments and piano through visiting specialists, with fees charged separately (not included in school fees). LAMDA Speech and Drama teaching is similarly available with additional charges. This tiered approach — some activities free, others requiring additional investment — is transparent and intentional, recognising that not all families can afford specialist music tuition.

Recent productions have included major dramatic works. The Coram Shakespeare Schools Festival saw Year 10 pupils perform Macbeth at the Shaw Theatre in London as part of the nationwide competition, a professional-standard production involving ensemble work, multi-role casting, and physical theatre. Junior productions run annually, offering performance opportunities across age groups. The school recently achieved Artsmark Gold, a national recognition for arts engagement and impact, reflecting the breadth of theatre, music and visual arts programming.

STEM and Innovation

Clubs exist to deepen STEM engagement beyond the curriculum. The Astrogazers Club provides space for astronomy enthusiasts, with telescope observation and astrophysics discussion. Robotics clubs engage students in design and coding challenges. Photography clubs run as both academic enrichment (linked to art and design) and general interest. Science clubs including dissection societies for older pupils and creative science exploration for younger students foster genuine curiosity rather than exam prep.

Coding and computer science extend into optional competitions and challenges. The school has fostered links to STEM outreach programmes and employer partnerships, providing mentorship and insight into career pathways in engineering, technology and medicine. For ambitious scientists, pathways exist to pursue research projects, summer schools at university engineering departments, and work experience in STEM industries.

Drama: Accessible and Accomplished

Beyond formal productions, drama clubs run by year group and by interest (creative writing-linked drama, Shakespeare workshops, improvisation). The department runs LAMDA examinations (London Academy of Music and Dramatic Art), a well-regarded performance qualification complementing GCSEs and A-levels. Drama at GCSE and A-level attracts strong cohorts, with recent productions receiving positive feedback from examining bodies.

Clubs and Societies: Breadth and Student-Led Initiative

The school explicitly encourages girls to launch their own clubs, removing barriers to student initiative. Current and recent examples (sourced from school communications and prospectuses) include: the Debating Society, Environmental Club, Business Enterprise Club, Creative Writing Club, Language Clubs (French, Spanish, Mandarin and others), and subject-specific extension clubs in mathematics, sciences and humanities.

The term-by-term rotation of clubs (rather than year-long commitments) reflects pedagogical belief that girls should be free to experiment, discover new interests, and exit clubs without guilt. The school publishes the "Astra Brochure" before each term, listing all clubs, advisors, and any additional charges. This transparency supports parental planning and child choice-making.

Sixth formers have dedicated enrichment programmes including university taster days, professional networking events through the GDST alumnae network, and leadership roles (sixth form council, prefect duties, mentoring of younger pupils). The Extended Project Qualification allows individual research inquiry, with past projects ranging from business start-up proposals to historical investigations to artistic research.

Croydon High School is an independent day school with no tuition subsidies from the state beyond government-funded early years provision (15 hours for pupils aged three and four). Fees for the academic year 2025-26 are as follows:

Nursery (full-time)

£4,249 per term, plus £291 lunch fee = £4,540 total per term (approximately £13,620 annually).

Reception to Year 2

£5,683–£5,837 per term plus lunch = approximately £17,400–£17,700 annually.

Year 3 to Year 6

£6,373–£6,478 per term plus lunch = approximately £19,590–£19,980 annually.

Years 7 to 9

£7,895 per term plus lunch = £8,186 per term = approximately £24,558 annually.

Years 10 to 11

£8,188 per term plus lunch = £8,479 per term = approximately £25,437–£25,437 annually (Year 11 does not charge for lunch).

Sixth Form

£8,188 per term (no lunch charge) = approximately £24,564 annually.

These fees cover the core curriculum, school books, stationery, choral music, games, swimming and careers guidance. They do not cover lunch (charged separately at £291 per term for younger pupils), public examination fees (charged separately based on GCSE, IGCSE, AS and A-level uptake), or additional music and drama tuition (charged separately for those taking instrumental lessons or LAMDA qualifications).

There is a one-time registration fee of £150 (non-refundable) and a deposit of £750 when a place is accepted (held until departure from school, non-refundable if the place is not taken up). Uniform is purchased online through a designated supplier and is not included in fees.

Bursaries and Scholarships

The school offers means-tested bursaries to pupils of demonstrated ability whose families could not otherwise afford fees. Bursary applications are assessed by the GDST central office and are awarded based on family income and resources. The level of assistance varies; some bursaries cover full fees, others partial support. Recipients of a bursary of 50% or higher receive exam fees waived; lower-award recipients receive pro-rata reduction.

The school also awards merit-based scholarships for academic achievement (awarded to all 11+ entrants automatically considered based on entrance exam performance), and co-curricular scholarships for music, sport, art and drama achievement. Scholarships typically provide 10-25% fee reduction, and recipients are often visible and celebrated within the school community. Scholarship and bursary applications are invited from prospective entrants at Year 7 (11+), Year 9 (13+) and Year 12 (16+) entry points.

Entry Points and Selectivity

Croydon High operates entry points at Nursery (age 3), Reception (age 4), Year 3 (age 7), Year 7 (age 11), Year 9 (age 13), and Year 12 (age 16). The primary entry point is Year 7, following primary school, where approximately sixty places are offered. The school is selective, using a combination of standardised testing (adaptive online assessment in numeracy, problem-solving and vocabulary) and teacher-designed activities to assess both ability and learning potential. The test is deliberately designed to assess "how girls think and learn" rather than prior knowledge, reducing advantage for extensively tutored candidates.

Competition is moderate. While the school is popular, it is not oversubscribed to the extent that entrance feels a lottery. The location (South Croydon, on the boundary between Greater London and Surrey) serves a commuting radius of roughly 5-10 miles, making it accessible but not a destination for London-wide applicants in the way central or west London independents are. Recent cohorts have seen around 250-300 applications for approximately 60 Reception/Year 7 places combined, suggesting a roughly 4:1 ratio, a manageable (if competitive) entry rate.

For Year 12 (sixth form) entry, the school accepts both internal progressions and external candidates. Entry requires strong GCSE results, typically grades 6-7 or higher in intended A-level subjects, and a subject-specific interview. The sixth form cohort includes roughly one-third external joiners, indicating confidence in the quality of candidate the school attracts from beyond its existing pupil body.

Application Timeline and Process

Registration opens in September for the following September entry. Typical deadlines are November for the current academic year. The entrance exam for selective entry (Year 7, Year 9, Year 12) runs in January. Offers are released in February, with acceptance deadline in March. The process is coordinated directly with the school, not through the local authority admissions process (which is typical for independent schools).

Open days run in autumn and are widely publicised on the school website and through direct contact with the admissions team. Families are encouraged to visit, meet staff and pupils, and ask questions. The school operates a systematic approach to admissions communication, with dedicated admissions staff and regular contact points for prospective families.

The pastoral system combines form tutor oversight with a broader house system. Each pupil belongs to one of four houses named after inspirational women (Curie, Nightingale, Austen, Pankhurst), creating vertical structures that mix year groups and build cross-age relationships. Sixth form prefects and senior pupils take leadership roles within houses, supporting younger pupils and fostering community.

Form tutors meet pupils daily and are the first point of contact for academic or pastoral concern. The senior leadership team includes dedicated pastoral figures, and a school counsellor visits weekly to provide additional support for pupils navigating emotional challenges, family change, friendship difficulties or developmental questions. This provision recognises that academic success is inseparable from emotional wellbeing and that girls need trusted adults to turn to when struggling.

Behaviour expectations are high but framed around respect and responsibility rather than punitive discipline. The school operates a clear code of conduct, with consequences for breaches, but the emphasis is on building character and understanding impact. Bullying is taken extremely seriously, with robust reporting mechanisms and swift intervention. The inspection noted strong safeguarding culture and effective pastoral oversight.

School Hours

8:50am–3:20pm (senior school); junior and nursery hours vary slightly.

Wraparound Care

An extended "Ivy Club" runs from 7:15am (early drop-off) to 6:00pm (late pick-up) during school days, catering to working families. Holiday clubs operate during school holidays, providing childcare during closures. These services are charged separately.

Transport

The school is located in Selsdon, South Croydon, with reasonable road and public transport links. The nearest rail station is Selsdon (East London Line extension planned). Parking is available on-site but limited, particularly at peak times. Many local families walk or cycle; others use the extensive school bus service (charged separately) or drive and use nearby drop-off zones. The school website provides detailed travel information.

Uniform

Girls wear formal uniform throughout (blazer, skirt/tailored trousers, shirt, tie). Sixth form dress code is less formal. Uniform is purchased online via School Blazer UK and is not included in fees. Various policies govern acceptable modifications, and the school dress code includes guidance on outerwear and physical education kit.

Access

The school campus includes accessible pathways and facilities, though some areas (particularly older buildings) are not fully accessible. Families with access needs should discuss this with admissions at the point of enquiry.

Fees are substantial. At £24,500+ annually for secondary, Croydon High is expensive, though less so than certain London independent schools. Bursary support exists but is means-tested and competitive. Families should carefully evaluate affordability and explore financial aid options before committing.

Single-sex environment. The school educates girls only from nursery through sixth form. While extensive literature supports the benefits of girls-only education (particularly in encouraging pursuit of STEM, leadership development, and freedom from gendered social pressures), this isn't right for every family. Parents should be confident this approach aligns with their values and their daughter's preferences.

Commute and logistics. For families living outside the immediate Selsdon area, the commute can be substantial (30-45 minutes from central or north London). Wraparound care helps, but the burden of coordination falls on parents. Families should realistically assess transport arrangements before applying.

Selective entry beyond Year 7. While Year 7 entry is the main gateway, subsequent entry points (Year 9, Year 12) are selective and may be harder to access unless the pupil is moving from an equivalent school. Families should not assume transfer is possible later if circumstances change.

Croydon High School is a well-resourced, purposefully girls-focused independent school delivering strong academic outcomes alongside genuine commitment to character development and co-curricular breadth. Results place it firmly within the top 3% of secondary schools in England (FindMySchool ranking). The ISI inspection confirmed academic and pastoral excellence. The leadership is thoughtful, the teaching is strong, and the culture — rooted in the 150-year legacy of the school and the GDST philosophy — genuinely prioritises knowing and developing each individual girl.

This is a school for families who value single-sex education, who can afford independent school fees (or access bursary support), and who seek a community that balances rigorous academics with emphasis on resilience, leadership, and breadth of experience. It suits girls who are academically capable, engaged learners; girls who benefit from being in an environment where female achievement is the default and where girls see other girls leading, competing, creating and succeeding across every domain. It also suits families in or commuting to the Croydon area who want an alternative to selective grammar schools (which are limited in this LA) and state secondaries in the immediate vicinity.

It is not ideal for families seeking co-education, those with very tight budgets (unless bursaries apply), or those requiring specialist SEND support beyond the school's current offer (which exists but is limited). For the right family, however, Croydon High offers genuinely distinguished education in a culture that is both ambitious and fundamentally kind.