Where Queen Elizabeth I once slept beneath a fifteenth-century arched ceiling, Old Palace of John Whitgift School educated girls for 136 years. The medieval guardroom, built with some of the earliest brick in Britain, became a library where girls studied centuries of history etched into its very walls. Though the school closed in August 2025, its final years exemplified what independent education could achieve. Academic results ranked the school in the top 5% for GCSE (FindMySchool ranking: 202 in England) and top 15% for A-levels, while girls progressed to the country's leading universities including Oxford, Cambridge, and Russell Group institutions. Under the leadership of Mrs Jane Burton since 2019, the school maintained rigorous standards within an intimate community of approximately 330 girls aged 10-18, organised into four houses named after the Archbishops of Canterbury who once inhabited the palace.
The physical setting was extraordinary. The senior school occupied a Grade I listed building dating to the ninth century, its origins as a medieval manor house layered with five centuries of archiepiscopal residence. The Great Hall, built by Archbishop Stafford in the fifteenth century, retained its original high arched-brace roof under which Henry VI, Mary, and Elizabeth I had dined. A stone throne, Stafford's own, still survived against the west wall. The Guardroom, now a library, dates from Archbishop Arundel's era (1396-1414) and represents one of the earliest uses of brick in Britain. Queen Elizabeth's Chamber, a large fifteenth-century room with finely moulded ceiling joists, reminded girls daily that their education took place within living history.
Yet the school was not frozen in time. Purpose-built facilities opened in 2001 housed the Junior Department and Sixth Form, and the school maintained access to Whitgift Foundation grounds. Seven laboratories, a heated indoor swimming pool, and a dedicated Art and Technology building provided modern learning spaces. The preparatory school occupied separate buildings at Melville Avenue in South Croydon, formerly Croham Hurst School, merging with Old Palace in 2008 to create a comprehensive all-through community from nursery through sixth form.
The atmosphere reflected careful pastoral attention. Girls were organised into four houses, Anselm, Hatton, Laud, and Stafford, named after Archbishops who shaped the palace. This house system fostered inter-house competition and loyalty throughout the school. Staff created an environment where girls felt immediately part of a family upon joining; smaller numbers (approximately 330 across the secondary school and sixth form) meant students knew one another across year groups.
In 2024, 69% of pupils achieved grades 9-7 at GCSE, significantly above the England average of 54%. This performance placed the school in the elite category: ranked 202 in England for GCSE results (FindMySchool ranking), placing it in the top 4% of secondary schools. Locally, the school ranked 4th among Croydon schools, demonstrating sustained academic excellence.
The breadth of the curriculum enabled girls to pursue subjects ranging from traditional humanities to modern languages, sciences, and creative subjects. This variety, combined with consistent high achievement, prepared girls effectively for sixth form specialisation.
At A-level, 71% of grades achieved A*-B, compared to the England average of 47%. The school ranked 391 in England for A-level performance (FindMySchool ranking), placing it in the top 15% and 5th locally. In the final A-level cohort of 2025, 51% of grades reached A*-A, with a quarter of students achieving straight A*/A grades across all subjects.
Over 30 A-level subjects were offered, including specialisms such as Classical Greek and History of Art, allowing girls to pursue genuinely intellectually ambitious pathways.
At this school, in 2024, 89% of sixth form leavers progressed to university. Eight students secured places at Cambridge, with additional students gaining admission to Oxford. Beyond Oxbridge, girls regularly progressed to Russell Group universities including Imperial College, Durham, Edinburgh, Bristol, and Warwick. The school maintained a strong track record in competitive fields; in 2024, four students secured medical school places.
England ranks and key metrics (where available)
A-Level A*-B
70.51%
% of students achieving grades A*-B
GCSE 9–7
68.7%
% of students achieving grades 9-7
Teaching consistently received praise from independent inspectors. The 2024 ISI Routine Inspection noted that pupils achieved above England average at GCSE and A-level through a tailored curriculum designed for all abilities. Classes were kept small, sixth form sets routinely fell below 15, enabling intensive specialist teaching. Pupils exhibited excellent behaviour, curiosity, and genuine enthusiasm for learning.
The school emphasised rigorous academic foundations alongside intellectual independence. The smaller cohort size (approximately 60-70 per year group across secondary and sixth form) meant girls knew their teachers well, and teachers understood each girl's strengths and development areas. Support for pupils falling behind was systematically tracked through tailored assessments and individual intervention plans.
Extracurricular life was the most distinctive aspect of school life. The co-curricular programme was divided into defined areas, PE, Swimming, Music, Dance & Drama, Languages, Science, Computing & Maths, Humanities, English & Speaking, Community, Arts, Books, DT & Games. Most clubs were free to join, encouraging broad participation.
Water polo held particular prominence. A Water Polo Squad competed at high levels, with inter-house water polo competitions driving house spirit. The heated indoor swimming pool enabled Swimming Club and structured lessons. Netball Development Club and Netball Squads served players of varying abilities, from beginner to competitive levels. Football Club, Hockey, Tennis, Table Tennis, Volleyball Club, Cross Country, Cricket, and Athletics all provided entry points for girls of different sporting interests. The school participated in inter-school competition across these sports, with several teams representing the school in local and regional competitions.
Combined Cadet Force offered an alternative pathway. Old Palace students joined Whitgift CCF in a co-educational partnership beginning in November 2023, the first time the boys' school and girls' school had formalised cadet collaboration outside the classroom. Cadets attended every Tuesday and progressed toward Annual General Inspection, developing skills in communication, responsibility, self-reliance, and public service.
Music flourished across multiple ensembles and genres. Orchestra provided orchestral experience. A Cantamus Choir offered mixed vocal repertoire. Jazz Cats attracted musicians interested in jazz improvisation. Swing Band catered to big band enthusiasts. Individual instrumental tuition remained central; some girls learned instruments throughout their school career, culminating in senior examinations. Music facilities included teaching studios and performance spaces enabling regular concerts and recitals.
Drama productions occurred termly in multiple venues. Shakespeare productions rotated with contemporary plays and musicals, typically involving substantial casts and orchestral accompaniment. The 2025 cohort would have participated in their final school productions in spring, with Year 13 girls traditionally taking major roles. Improv Club offered lighter performance opportunities for those seeking informal drama experience. Scriptwriting Club attracted students interested in playwriting and creative writing for performance.
French Film Club, German Culture Club, Italian Book Club, and Spanish Culture Club provided cultural engagement beyond classroom study. These societies enabled girls to explore linguistic cultures through film, literature, and social engagement with native speakers where possible.
Enterprise Club encouraged entrepreneurial thinking and business skills. A dedicated Science programme ran beyond the curriculum. Computing Club engaged girls interested in programming and digital literacy. Filmmaking Club attracted students interested in visual storytelling and production. The school also benefited from bursary case studies highlighting its commitment to access; a Whitgift Foundation scheme supported students whose families faced financial barriers.
Service learning was woven throughout school life. Girls connected to the local Croydon community through projects, volunteering, and charity work. The school fostered global outlook through international partnerships and work ensuring girls understood their responsibilities within wider society.
The breadth and depth of this offer meant girls left Old Palace having discovered interests they might pursue at university and beyond, whilst simultaneously developing resilience, confidence, and the ability to work collaboratively across difference.
Fees ranged from £3,859 to £6,450 per term across the age range, with senior school fees typically around £5,500 per term (approximately £16,500 annually). The John Whitgift Foundation operated a substantial bursary scheme supporting families whose financial circumstances would otherwise exclude them from independent education. Bursaries were means-tested and substantial; some girls received support covering full fees. Fees in Advance Schemes provided tax-efficient planning for parents planning fees over multiple years.
Fees data coming soon.
External assessment confirmed this experience. The 2016 ISI Educational Quality Inspection awarded Old Palace the highest possible rating, with inspectors specifically praising the quality of pupils' personal development and academic achievements. The 2024 Routine Inspection noted strong welfare promotion, effective safeguarding procedures, and suitable health and safety measures. Behaviour management was effective; girls exhibited excellent conduct and genuine enthusiasm for their studies.
Pastoral care was proactive. Form tutors knew girls well; form time enabled both academic oversight and emotional check-in. A dedicated SENCO supported students with additional learning needs, developing tailored curriculum modifications and assessments. Wellbeing support was available for girls facing emotional or social challenges.
The destination data tells a story of sustained academic progression. Across the final cohort of 2024 leavers (45 sixth formers), 89% progressed to university. The Cambridge entry rate of 1 student secured place from 7 applications (14% success rate) compared favourably to national averages. Beyond Oxbridge, girls progressed across the UK's research-intensive universities. The smaller cohort size meant the school could support girls individually through university applications, with dedicated support for competitive courses including medicine, law, and engineering.
Old Palace operated as a selective independent school. Entry testing occurred at multiple points: 5+ for Year 1, 7+ for Year 3, 10+ for Year 6, and 11+ for Year 7. Entrance examinations assessed reasoning and core subjects. The school was academically selective, though the smaller cohort (approximately 60 per year group entering Year 7) meant the school filled places with girls demonstrating both ability and intellectual engagement.
For sixth form, entry required successful completion of GCSE with grades 6 and above in subjects proposed for A-level study. This maintained academic standards while enabling girls who had progressed through the school to continue their journey.
The school's distinctive physical assets reinforced learning. Seven science laboratories enabled practical investigation and hands-on learning. The heated indoor swimming pool served both PE curriculum and recreational clubs. The Art and Technology Building provided purpose-designed space for both disciplines. 2001 additions created dedicated Sixth Form and Junior Department facilities. The school occupied a Grade I listed building of genuine historical significance, making history and architectural study possible within the school's own walls.
The school operated on standard independent school calendars with three terms: autumn (September-December), spring (January-Easter), and summer (Easter-July). School hours for senior students began at 8:50am and concluded at 3:20pm, with optional co-curricular activities extending to 5pm or later on certain days. The sixth form operated slightly later hours befitting older students' schedules. Lunch facilities provided options, and girls brought packed lunches or purchased from school catering.
The school benefited from good transport links. Located at Old Palace Road in central Croydon, the site was accessible via South Croydon railway station (approximately 15 minutes' walk) and bus routes serving the town centre. On-site parking was limited, reflecting the historic building constraints; most families relied on public transport or drop-off arrangements.
Historic building constraints: The Grade I listed palace was extraordinary but could not be modified significantly. Modern facilities had been added, but the core senior school building required careful management of heating, access, and facilities. For families prioritising contemporary school infrastructure, alternative schools might feel more modern.
Smaller community: With approximately 330 girls across secondary and sixth form (70 per year group), the school community was notably intimate. This meant excellent pastoral care and knowledge of individual girls, but fewer peer options in some interests or friendship groups. Girls seeking a larger school with more internal diversity should consider larger independent schools.
Academic selectivity: Entry was selective, requiring girls to perform well in entrance examinations. Families should verify their daughters' preparedness for entrance testing before applying.
Financial commitment: Even with bursaries, independent school fees represent significant family commitment. Families should carefully assess sustainability of fees over 7+ years of education.
School closure: The school closed in August 2025. This review reflects the school's final state and legacy.
Old Palace of John Whitgift School offered something genuinely distinctive: rigorous academic education within a historically significant building, combined with intimate pastoral care and exceptional breadth of extracurricular opportunity. Girls progressed successfully to the country's leading universities, having experienced teaching from specialists working with small sixth form groups and pastoral support from staff who knew them as individuals. The house system and traditions created genuine community and belonging. For families seeking an independent day school combining academic excellence, pastoral strength, and unusual physical setting within Croydon, Old Palace provided an exceptional education. The school's closure in 2025 reflects difficult financial pressures in independent education rather than failing standards; the final cohort's results and university destinations demonstrate the quality sustained to the end. For parents now seeking alternatives in the Croydon area, the school's legacy and the experience of girls who attended through to closure confirm it was a school of genuine distinction.
Yes. The school's final years were characterised by strong GCSE results (69% grades 9-7), excellent A-level performance (71% grades A*-B), and consistent university progression with eight Oxbridge places awarded in recent years. The 2024 ISI Routine Inspection confirmed pupils achieved above England average across GCSE and A-levels. Girls regularly progressed to Russell Group universities including Oxford, Cambridge, Imperial College, and Edinburgh. The school ranked 202 in England for GCSE results and 391 for A-level performance, placing it in the top 5% and top 15% respectively (FindMySchool data).
Tuition fees ranged from £3,859 to £6,450 per term depending on age, with senior school fees typically around £5,500 per term (approximately £16,500 annually). The school offered means-tested bursaries through the John Whitgift Foundation scheme, one of the largest in the UK. Some families received support covering full fees. The school also operated a Fees in Advance Scheme enabling tax-efficient planning.
The school offered extensive extracurricular provision. Sports included Water Polo (squad and development), Swimming, Netball (development and squads), Football, Hockey, Tennis, Table Tennis, Volleyball, Cross Country, Cricket, and Athletics. Performance arts included Music (Cantamus Choir, Jazz Cats, Swing Band, Orchestra), Drama (with termly productions), Filmmaking Club, Improv Club, and Scriptwriting Club. Academic clubs included Coding and Computing Club, Science clubs, Mathematics, and Enterprise Club. Languages and culture were supported through French Film Club, German Culture Club, Italian Book Club, and Spanish Culture Club. Most clubs were free; all aimed to develop confidence, capability, and connection beyond the curriculum.
The school occupied a Grade I listed building of exceptional historical importance. Dating from the ninth century as a manor house, the structure evolved into the summer residence of Archbishops of Canterbury. The Great Hall, built by Archbishop Stafford (died 1452), is one of the finest medieval halls in southern England. The Guardroom, now a library, dates from Archbishop Arundel's era (1396-1414) and showcases some of the earliest use of brick in Britain. Queen Elizabeth I stayed in what became a classroom, with her room (Queen Elizabeth's Chamber) featuring original fifteenth-century moulded ceiling joists. Few schools offer such immediate connection to England's architectural and political history.
In recent years, the school sent 1-2 students annually to Cambridge and occasionally to Oxford. Across applications, Cambridge acceptance rate reached 14% (1 offer from 7 applications in the measurable cohort). The 2025 final cohort achieved 51% A*-A grades at A-level, which positioned strong candidates for competitive university entry. Beyond Oxbridge, girls progressed regularly to Imperial College, Durham, Edinburgh, Bristol, and other Russell Group institutions.
Yes. Sixth form entry required grades 6 and above at GCSE in proposed A-level subjects, maintaining academic standards. A-level classes were small (typically under 15), enabling intensive specialist teaching. University preparation included dedicated support for competitive applications. 89% of 2024 leavers progressed to university. The school's track record in medicine, law, and engineering placements confirmed effective preparation for demanding courses. Girls reported feeling confident and well-prepared for independent learning at university level.
The school closed in August 2025 following announcement in September 2023 by the John Whitgift Foundation that closure was necessary owing to financial difficulties. Despite strong academic results and a dedicated community, declining pupil numbers in the independent sector and rising operational costs in a Grade I listed building made the school financially unsustainable. The closure was not reflective of educational quality, the final cohort achieved exceptional results, but rather structural challenges in independent education in London.
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