St James Senior Girls' School Review 2026: Philosophy Meets Academic Excellence in West Kensington

The school's founding in 1975 emerged from an educational philosophy rooted in the teachings of Indian philosopher Shri Shantananda Saraswati, whose emphasis on meditation, self-knowledge, and the unity of knowledge continues to shape daily life here. Beyond the gates on Earsby Street, you notice something distinct: the stillness. Girls move between lessons with unusual calm, and the practice of daily meditation, introduced in Year 7 and continuing through to Year 13, creates an atmosphere quite unlike the frenetic energy of most London schools. This is not a faith school in the conventional sense, but philosophical principles permeate everything from morning assemblies to the approach to academic study. With 300 girls aged 11 to 18, the school occupies a converted Victorian building in West Kensington, moments from Olympia and within easy reach of central London. Academic results place St James in the top 10% in England for both GCSE and A-level outcomes (FindMySchool data), with 54% of GCSE entries achieving grades 9-7 and 78% of A-level entries achieving A*-B in 2024. The school attracts families seeking an alternative to the pressure-cooker environment of traditional academic hothouses, offering intellectual rigour within a framework that prioritises inner development alongside external achievement.

The Victorian building on Earsby Street has been adapted thoughtfully over five decades, with light-filled classrooms, specialist science laboratories, art studios, and a dedicated sixth form centre. The school shares its philosophical foundation with St James Senior Boys' School and St James Junior Schools, all part of the Independent Schools Foundation, which operates schools rooted in the same educational philosophy. This is not a large campus with sprawling grounds; space is at a premium in this corner of West Kensington. What the school lacks in acreage, it compensates for through thoughtful use of facilities and proximity to Holland Park for games and outdoor education.

Mrs Sarah Labram has led the school since 2018, arriving with extensive experience in girls' independent education and a deep understanding of the school's distinctive philosophical approach. Under her leadership, academic results have strengthened while the school's commitment to meditation and philosophical inquiry remains central. Staff turnover is notably low, with many teachers having been at the school for over a decade, creating continuity and depth of understanding about how the philosophy translates into classroom practice.

The daily rhythm includes a period of meditation each morning, typically 10-15 minutes of stillness before lessons begin. For Year 7 girls arriving from primary school, this practice is introduced gradually and gently. By Year 13, students describe meditation as integral to their ability to manage stress, maintain focus, and approach examinations with equanimity. The school teaches meditation as a practical tool rather than a spiritual practice, though its roots lie in Eastern philosophical traditions.

Sanskrit is taught from Year 7, not as a classical language exercise but as a means of exploring philosophical texts and concepts. Girls study the Bhagavad Gita, Upanishads, and other texts, engaging with questions about purpose, duty, and the nature of knowledge. This is not religious instruction; the school welcomes families of all faiths and none. Rather, it is an invitation to consider big questions alongside the demands of the National Curriculum.

The house system divides the school into four houses named after virtues: Fortitude, Justice, Temperance, and Wisdom. House competitions include academic challenges, creative arts, and sports, fostering healthy rivalry without the intensity found in some independent schools. Older girls take responsibility for younger students through a mentoring system, with Year 12 students paired with Year 7 mentees.

Academic outcomes demonstrate that philosophical inquiry and meditation sit comfortably alongside rigorous scholarship. The school ranks 371st in England for GCSE results and 247th for A-level results (FindMySchool rankings), placing it firmly in the top 10% for both measures.

GCSE Performance

In 2024, 54% of GCSE entries achieved grades 9-7, with 31% at grades 9-8. These figures match the England average for independent schools and represent consistent performance over recent years. The school does not publish Attainment 8 or Progress 8 scores, being outside the state sector, but the grade distribution indicates solid academic foundations across the curriculum.

Girls study a broad range of subjects at GCSE, including English Language, English Literature, Mathematics, the three separate sciences, a modern foreign language (French, Spanish, or German), and a humanities subject. Sanskrit is offered at GCSE for those who have studied it from Year 7. The school encourages breadth over early specialisation, believing that exposure to different disciplines strengthens intellectual flexibility.

A-Level Performance

At A-level in 2024, 78% of entries achieved A*-B grades, with 46% at A*/A. This places the school well above national averages and in the top 10% of schools in England (FindMySchool data). Results are particularly strong in mathematics, sciences, and humanities. The school offers over 20 A-level subjects, including Further Mathematics, Philosophy, Classical Civilisation, and Sanskrit.

The small cohort size, typically 30-40 students in Year 13, means A-level classes are intimate, often fewer than eight students. This allows for seminar-style teaching and close relationships between students and teachers. The school's approach emphasises depth of understanding over breadth of content, with teachers encouraging students to question assumptions and explore ideas thoroughly.

Teaching at St James is characterised by dialogue and inquiry. Lessons frequently begin with questions rather than statements, and teachers encourage students to articulate their thinking, challenge ideas, and make connections between subjects. The school's philosophical foundation shapes pedagogy: knowledge is presented not as fixed facts to be memorised but as living ideas to be understood and applied.

Class sizes average 15-18 in Years 7-11, dropping to single figures for many A-level subjects. This allows teachers to know each student's strengths, weaknesses, and learning style intimately. Setting operates in mathematics and modern languages from Year 9, ensuring appropriate challenge for all abilities.

The curriculum follows the National Curriculum framework but is enriched with philosophical content. English Literature lessons might explore the Romantic poets alongside the Bhagavad Gita's treatment of duty and action. Science lessons emphasise the unity of knowledge, drawing connections between disciplines. History and Religious Studies incorporate Eastern philosophical traditions alongside Western thought.

Sanskrit study continues throughout the school, with students translating texts and exploring concepts such as dharma (duty), karma (action and consequence), and moksha (liberation). This is not dry linguistic study; girls engage with philosophical questions about how to live well, how to make ethical decisions, and what constitutes a meaningful life.

Homework is set thoughtfully, with the school resisting the trend toward excessive workload. Teachers coordinate to ensure students are not overwhelmed, recognising that learning requires time for reflection and consolidation. The school believes that rest and stillness are as important as activity and effort.

University destinations reflect the school's academic strength and its students' diverse interests. In the 2023/24 cohort, 60% of leavers progressed to university, with one student securing a place at Cambridge. Beyond Oxbridge, leavers regularly progress to Russell Group universities including Imperial College London, University College London, Durham, Edinburgh, and Bristol.

Popular degree choices include medicine, law, mathematics, philosophy, psychology, and the humanities. The school's emphasis on critical thinking and philosophical inquiry prepares students well for courses requiring independent thought and intellectual curiosity. Students report that their ability to articulate ideas clearly and challenge assumptions gives them confidence in university seminars and tutorials.

Not all leavers proceed directly to university. In 2024, 25% entered employment, often in creative industries, social enterprises, or roles aligned with their values. The school supports students in finding pathways that reflect their individual interests and strengths, whether that is immediate university entry, a gap year, an apprenticeship, or work experience before higher education.

The careers programme begins in Year 9, with visiting speakers, work experience opportunities, and individual guidance. The school maintains strong relationships with alumni, many of whom return to speak about their career paths and offer mentoring. The Old Girls' network, though smaller than at larger schools, is active and supportive.

University preparation includes UCAS guidance, personal statement workshops, and interview practice. For students applying to Oxford or Cambridge, additional support is provided, though the school does not push students toward these universities if other destinations better suit their interests. The emphasis is on finding the right fit rather than chasing prestige.

Extracurricular life at St James balances breadth of opportunity with the school's philosophical commitment to avoiding overstimulation and stress. The programme is substantial but not overwhelming, allowing girls to pursue interests deeply rather than sampling activities superficially.

Music: A Central Pillar

Music flourishes, with over half the school learning at least one instrument. The Senior Orchestra performs termly concerts at venues including St John's Smith Square, tackling ambitious repertoire from Baroque to contemporary works. The Chamber Choir, a select ensemble of 20 voices, has performed at the Royal Albert Hall and tours internationally. The Jazz Ensemble meets weekly, performing at school events and local venues.

Individual music lessons are available in piano, strings, woodwind, brass, guitar, and voice. The school employs visiting music teachers, with practice rooms available throughout the day. Music scholarships are awarded at 11+ and 16+ for talented musicians, offering fee remission and access to additional tuition.

The school's annual musical production, typically a West End or Broadway show, involves a cast of 40-50 girls, a live orchestra, and professional-standard lighting and sound. Recent productions have included Les Misérables, Matilda, and Into the Woods. Auditions are open to all, with roles for performers of varying experience.

Drama: Accessible and Ambitious

The Drama Department produces three major productions annually: a junior play for Years 7-9, a senior play for Years 10-13, and the whole-school musical. Recent senior productions have included The Crucible, An Inspector Calls, and Antigone. Drama GCSE and A-level students showcase their work in intimate studio performances.

The school's drama studio, a flexible black-box space, allows for experimental theatre and student-directed pieces. Year 12 students direct one-act plays, taking full responsibility for casting, rehearsals, and performance. Drama club meets weekly, exploring improvisation, devising, and physical theatre.

STEM and Academic Societies

The Science Society meets fortnightly, with girls conducting experiments beyond the curriculum, attending lectures at Imperial College London, and competing in national competitions. Recent projects have included building solar-powered cars, investigating water quality in the Thames, and exploring the mathematics of origami.

The Mathematics Challenge Club prepares students for the UK Mathematics Trust competitions, with girls regularly achieving gold certificates and progressing to the Mathematical Olympiad. The school's small size means mathematically gifted students receive close attention and tailored challenges.

The Debating Society competes in the English-Speaking Union Schools' Maths Competition and participates in Model United Nations conferences. Girls develop confidence in public speaking, constructing arguments, and thinking on their feet. The school hosts an annual philosophy debate, inviting local schools to engage with ethical and metaphysical questions.

Sports and Physical Education

Physical education is compulsory throughout the school, with games lessons held at nearby Holland Park and local sports facilities. The school does not have its own playing fields, a limitation of its urban location, but maintains access to excellent facilities including tennis courts, a sports hall, and athletics tracks.

Netball is the major winter sport, with teams competing in local leagues. The school fields A and B teams at senior and junior levels, with fixtures against other London independent schools. Tennis thrives in summer, with coaching available for all abilities and competitive opportunities for talented players.

Dance is popular, with ballet, contemporary, and jazz classes offered as extracurricular activities. The annual dance showcase features choreography by students and staff, performed to a high standard. Yoga classes, reflecting the school's philosophical roots, are available to all year groups and are particularly popular with sixth formers managing examination stress.

Creative Arts

The Art Department occupies a light-filled studio space where girls work across painting, drawing, sculpture, ceramics, and printmaking. GCSE and A-level students exhibit their work in the school's annual art exhibition, open to parents and the wider community. Recent exhibitions have explored themes of identity, nature, and social justice.

Textiles and fashion design are taught as part of the art curriculum, with students creating wearable pieces and exploring sustainable fashion. The school's commitment to environmental responsibility extends to the art studio, where materials are sourced ethically and waste minimised.

Photography is offered at GCSE and A-level, with access to digital editing software and a darkroom for traditional film processing. Students' work is displayed around the school and in local galleries.

Service and Community Engagement

The school's philosophical foundation emphasises service and contribution. Each year group undertakes a community project, working with local charities, environmental organisations, and social enterprises. Year 10 students complete a week of work experience, often with organisations aligned with the school's values.

The Eco-Committee leads sustainability initiatives, including waste reduction, energy conservation, and promoting plant-based meals in the dining hall. The school has achieved the Eco-Schools Green Flag award and is working toward carbon neutrality.

Fundraising events support charities chosen by students, including organisations working on education access, environmental conservation, and refugee support. The annual sponsored walk raises several thousand pounds each year.

Fees for 2025/26 are £7,620 per term (£22,860 per year), positioning St James at the lower end of London independent day schools. This represents significant value given the school's academic results, small class sizes, and specialist teaching.

Fees include tuition, most textbooks, and core extracurricular activities. Additional costs include individual music lessons (£35 per half-hour lesson), school trips, and examination fees. Lunch is provided at additional cost, with a vegetarian menu reflecting the school's philosophical principles.

Bursaries are available, assessed on financial need, and can cover up to 100% of fees. Approximately 15% of students receive some level of bursary support. The school is committed to ensuring that financial circumstances do not prevent access to its education. Families are encouraged to apply for bursary support at any point if circumstances change.

Scholarships are awarded at 11+ and 16+ for academic excellence, music, art, and all-round contribution. These typically offer 10-20% fee remission and carry prestige. Scholarships can be combined with bursaries for families demonstrating financial need.

Sibling discounts are available, with 5% reduction for a second child and 10% for a third child attending simultaneously.

Entry to St James is at 11+, with occasional places available at 13+ and 16+. The school typically admits 40-45 girls at 11+, though numbers vary depending on demand and capacity.

The 11+ assessment takes place in January, comprising papers in English, mathematics, and reasoning. Candidates also attend an interview and a group activity designed to assess collaborative skills and curiosity. The school looks for academic potential but also for alignment with its philosophical approach; girls who will thrive in an environment emphasising stillness, reflection, and inquiry.

Registration closes in November of Year 6, with assessments held in January. Offers are made in February, with acceptance required by early March. The school advises early registration as places are limited.

For 16+ entry, candidates sit papers in their chosen A-level subjects and attend an interview. The school looks for strong GCSE results, typically at least six grades at 7 or above, including English and mathematics. More important than grades alone is intellectual curiosity and openness to the school's distinctive approach.

Open mornings are held in October and November, with additional individual tours available by appointment. Prospective families are encouraged to visit, attend a meditation session, and speak with current students and staff to determine whether the school is the right fit.

Pastoral care reflects the school's philosophical foundation, with emphasis on self-awareness, resilience, and emotional intelligence. Each girl has a form tutor who monitors academic progress and wellbeing, meeting individually at least once per term.

The school employs a full-time counsellor, available for confidential one-to-one sessions. Girls can self-refer or be referred by staff or parents. The counsellor also delivers workshops on topics including anxiety management, healthy relationships, and exam stress.

Meditation practice, introduced in Year 7, is presented as a tool for managing stress, improving concentration, and developing self-awareness. Girls report that regular meditation helps them navigate the pressures of adolescence, examinations, and social dynamics. The practice is optional but strongly encouraged, with most students participating willingly.

The school's approach to behaviour emphasises understanding and growth rather than punishment. When conflicts arise, students are encouraged to reflect on their actions, understand the impact on others, and make amends. Serious disciplinary issues are rare; the school's culture of respect and self-regulation prevents most problems.

Bullying is addressed promptly and thoroughly. The school's small size means staff know students well and notice changes in behaviour or mood quickly. An anti-bullying policy is in place, with clear procedures for reporting and addressing concerns. Students are taught about digital citizenship and online safety from Year 7.

The school maintains close communication with parents, with regular updates on academic progress and wellbeing. Parents are invited to termly consultations with form tutors and subject teachers. The school operates an open-door policy, with senior staff available to meet parents by appointment.

Philosophical approach may not suit all. Daily meditation, Sanskrit study, and engagement with Eastern philosophical texts are integral to school life. Families uncomfortable with these practices, or seeking a purely secular education, should look elsewhere. This is not a faith school, but the philosophical framework is pervasive.

Urban location limits facilities. The school has no playing fields, relying on nearby Holland Park and hired facilities for sports. Girls travel to games lessons, which some families find inconvenient. The building, while well-maintained and thoughtfully adapted, is constrained by its Victorian origins.

Small cohort size. With approximately 40 students per year group, the social pool is limited. This creates a close-knit community but may feel restrictive for some. Friendship dynamics can be intense in small groups, and there is less opportunity to find new social circles if relationships become strained.

Modest Oxbridge outcomes. While academic results are strong, Oxbridge numbers are modest compared to larger or more selective schools. In recent years, one or two students per cohort have secured Oxbridge places. Families prioritising Oxbridge entry as a primary goal may prefer schools with more intensive Oxbridge preparation programmes.

Limited sports provision. For talented athletes or families prioritising competitive sports, St James offers less than schools with extensive facilities and sports scholarships. The focus is on participation and wellbeing rather than elite performance.

St James Senior Girls' School offers an intellectually rigorous education within a framework that prioritises inner development alongside external achievement. Academic results place the school in the top 10% in England (FindMySchool data), demonstrating that meditation and philosophical inquiry enhance rather than detract from scholarship. The school attracts families seeking an alternative to the pressure-cooker environment of some London independent schools, valuing stillness, self-awareness, and ethical inquiry as much as examination grades.

Best suited to girls who will engage thoughtfully with big questions, who benefit from a calm and reflective environment, and whose families value philosophical education alongside academic rigour. The small size creates intimacy and close teacher-student relationships but limits social breadth and extracurricular scale. For families aligned with the school's distinctive approach, St James offers exceptional value and a genuinely different educational experience. For those seeking conventional independent education with extensive facilities and large cohorts, other schools will be better fits.