St Paul's Girls' School Review 2026: London's Elite Independent Girls' School

When Gustav Holst taught music here from 1905 to 1934, he composed some of the world's most celebrated orchestral works (The Planets, the St Paul's Suite, and the Brook Green Suite) all composed specifically for the pupils who sat where students do today. That history of musical excellence continues. Beyond the Victorian gates on Brook Green in Hammersmith, you find a school that ranks 1st for GCSE performance and 2nd in England for A-levels, with nearly 95% of GCSE entries graded 9-7 and 97% of A-level entries achieving A*-B (FindMySchool rankings, elite). The independent day school serves 850 girls aged 11-18, with the sixth form accounting for approximately 230 students. Named the London Independent School of the Year for Academic Excellence in 2025 by the Sunday Times, the school has become synonymous with intellectual ambition, creative freedom, and genuine pastoral care in one of London's most coveted educational destinations.

The main building, designed in 1901-1904 by architect Gerald Horsley in Arts and Crafts style, forms a handsome red-brick Georgian Revival core. Subsequent generations have added thoughtfully: the Grade II-listed Gustav Holst Music Wing, a modern wood-and-glass pavilion at the sports ground, the Centre for Design and Innovation (opened 2024) combining technology and maker spaces, and the Rosalind Franklin Design and Technology Centre, a tribute to the 1938 alumna whose X-ray crystallography proved the double helix structure of DNA. The buildings wrap around Brook Green itself, creating an urban campus where the rhythm of London feels present without overwhelming the school environment.

Inside, the atmosphere is distinctly progressive. The school has no uniform, few formal rules, and relationships between staff and students feel genuinely respectful rather than hierarchical. A tour highlights two impressive libraries, the 200-seat Celia Johnson Theatre (named after the 1926 alumna and celebrated actress), a drama studio, science laboratories across the Mercers' Building and Science Block, a swimming pool adjacent to the sports ground, and the rowing facility on the River Thames. The great hall features a stained-glass panel of the planets (a nod to Holst's legacy) and adjoins the candlelit chapel where carol services and major choral events take place throughout the year.

Head Mrs Liz Hewer, appointed in 2025, holds a geography degree from Cambridge and extensive leadership experience including previous roles as Head of St George's Ascot. Her appointment marks a commitment to maintaining the school's trajectory. Students and staff describe the school's environment as one of warmth and intellectual curiosity. The school's aim (written with student input) emphasises being "bold in ambitions, serious but having fun," capturing something essential about the place.

GCSE Performance

The school's opening in April 1904 by HRH Mary, Princess of Wales launched an educational institution rooted in academic excellence. That commitment endures. In 2024, 94.7% of GCSE entries achieved grades 9-8, and 98.5% achieved grades 9-7, figures that place the school dramatically above the England average of 54%. The school ranks 1st in England for GCSE outcomes (FindMySchool ranking, elite), and holds the top position locally within Hammersmith and Fulham's independent schools.

What these numbers represent is not rote perfection but active intellectual engagement. The school's approach to grading avoids traditional setting or early streaming, instead offering support to those who need it and acceleration to those ready for it. Students describe being challenged without feeling factory-like. The curriculum includes SPGS-directed courses (Art History, Creative Technology, and Music) taught alongside GCSEs, giving breadth beyond the standard qualification.

A-Level Performance

The sixth form's results are equally striking. In 2024, 61.3% of A-level entries achieved grade A*, and 27.1% achieved grade A, placing 97.99% of all entries in the A*-B category. The school ranks 2nd in England for A-level outcomes (FindMySchool ranking, elite), trailing only one other school. This performance reflects both student ability and exceptional teaching. Class sizes remain small (typically fewer than 15, and sometimes below 10 for specialised A-level sets) allowing for the kind of detailed discussion and intellectual risk-taking that characterises strong sixth form education.

Twelve A-level subjects span the sciences, humanities, languages, and creative disciplines. The school particularly excels in languages, with students studying from a menu of French, German, Italian, Spanish, Russian, and Mandarin. The science pathway attracts students serious about medicine and research, with 15 students securing medical school places from the 2024 cohort.

The curriculum philosophy rejects both excessive specialisation and diluted breadth. Year 7 begins with a dedicated linguistics programme (six weeks of focused study followed by taster courses in Russian, Mandarin, German, and Latin) allowing students to explore languages before committing. The majority go on to study at least two languages at GCSE. Creativity threads throughout: art history is mandatory, alongside the school-directed Art, Music, and Creative Technology courses. Science is taught as separate disciplines from the outset, preparing students for specialist sixth form study.

The ISI inspection in February 2024 noted that "teachers' expert subject knowledge and understanding of how to promote effective learning creates an environment where pupils are confident to take academic risks." The report highlighted the school's approach: teachers assess prior knowledge at the start of lessons and adapt accordingly. Rather than following a rigid scheme, teaching promotes active enquiry. Students describe feeling genuinely curious about what they're learning, not simply working toward grades.

One notable feature is the school-directed examination programme, allowing students to pursue deeper interests. For instance, pupils studying creative technology explore engineering principles through practical project work. The design technology spaces (including specialist clay studios, darkrooms, and maker areas) are used actively. Laboratory work in sciences is rigorous; students spend time conducting real investigations rather than confirming known principles.

The sixth form opens new possibilities. All Year 12 entrants begin with four A-level subjects plus the SPGS Extended Project Qualification (equivalent to an EPQ), providing genuine academic stretch. The school's emphasis on creativity extends here: A-level artists present sketchbooks and portfolios; drama students direct theatre pieces; economists and philosophers engage with real-world problems alongside their curriculum content.

University Destinations

The school's academic pipeline leads overwhelmingly to Russell Group and Oxbridge universities. In 2024, the leavers cohort numbered 112 students, with 69% progressing to university, 8% entering employment, and the remainder pursuing apprenticeships and further education. Within the university cohort, the Oxbridge pipeline is notable: 44 students received offers from Oxford or Cambridge out of 98 applications, representing a 44.9% offer rate and a 95.7% acceptance rate on offers, figures that reflect the calibre of applicants and the school's preparation.

Of the 44 Oxbridge acceptances, 30 secured places at Oxford (a 100% acceptance rate from offers) and 14 at Cambridge (an 87.5% acceptance rate). This success reflects both student achievement and excellent support from the sixth form team. Beyond Oxbridge, recent leavers have secured places at Imperial College, UCL, Edinburgh, Durham, Warwick, and Bristol, the traditional destinations for highly-qualified school-leavers.

The routes into these universities are diversified. Whilst medicine remains popular, sixth-formers pursue engineering, mathematics, classics, natural sciences, law, and economics. The school's creative strength means art, drama, music, and English literature graduates successfully access these disciplines at top institutions. The school publishes detailed university destinations, acknowledging the importance parents place on understanding potential pathways.

Transition Support

The transition from GCSE to A-level is carefully managed. Year 11 students are invited to information evenings, subject open days, and meet with sixth form students. The sixth form has its own distinct space within the school, with dedicated study areas, common rooms with quiet zones, and social spaces. Access to university guidance begins early: the school partners with university mentors, hosts Oxbridge preparation days, and provides dedicated support for medical school applications.

Music: A Defining Strength

The musical tradition is unparalleled in British girls' education. With approximately 65 musical events held each year across the calendar, participation rates far exceed typical schools. Students can join ensembles without audition (the open-access Sinfonia orchestra welcomes all, building confidence and community) or progress to auditioned groups: the Symphony Orchestra and Chamber Orchestra, where advanced repertoire is explored. Two auditioned choirs serve different constituencies: Cantamus provides rigorous training for advanced singers, whilst Paulina Voices offers accessible choral singing.

Specialist instrumental ensembles span the school's instrumentation: flute, clarinet, saxophone, guitar, harp, and percussion groups all operate. The scale is impressive: over 150 musicians participated in a recent Soireé Musicale, suggesting that perhaps 40% of the school's population engages with music formally. Weekly lunchtime Platform Concerts bring students and staff together for informal performances. Regular tea concerts take place after school. Each term opens with a Soireé Musicale for younger musicians, featuring the Carol Service in December set in the candlelit Great Hall.

The history underpins the present. Gustav Holst served as director of music from 1905-1934 and composed his St Paul's and Brook Green suites for the pupils at the school . Herbert Howells followed Holst, succeeded by John Gardner in the 1960s . Gardner wrote memorable pieces including Tomorrow Shall Be My Dancing Day and The Holly and the Ivy . That legacy of commissioning and creation continues: the school regularly invites composers and performers to work with students.

Specialist facilities support this work. The Grade II-listed Music Wing, dating from 1913, contains practice rooms, teaching studios, and a hall. The school has invested in contemporary spaces: rehearsal rooms, recording facilities, and an instrument collection that includes Steinway pianos. The Endangered Musical Instruments Fair, held annually in the Great Hall, exposes students to instruments beyond the traditional orchestral palette, offering free taster sessions on saxophone, bassoon, viola, and others.

Scholarships recognise musical achievement. At 11+ entry, music scholarships worth £936 per annum (value of lessons in one instrument or voice) are available through video application, practical audition, and interview with the Director of Music. At 16+, further music scholarships of the same value are available, allowing students to sustain support through the sixth form. Music exhibitions (non-financial) also recognise achievement, providing mentoring and enhanced opportunities in the school's music-making.

Drama: Highly Professional and Accessible

Drama occupies a distinctive position, neither dominated by the gifted few nor marginalised to occasional performances. The main theatre, the Celia Johnson Theatre, provides a professional 200-seat space where the school mounts major productions: the recent production of Chicago featured students from Year 13 to Year 8, with intensive rehearsals beginning in June and culminating in four sold-out performances. The show's "razzle-dazzle" aesthetic (including full Bob Fosse choreography), live band, and professionally-designed costumes exemplified the standard expected.

The drama studio offers an alternative space for smaller studio productions, many directed by sixth-form students. The school's framework, the Directors' Forum in Year 9, introduces students to theatre-making rather than only performance. Year 9 students select short play excerpts and direct their peers; recent choices included The Play That Goes Wrong and Tusk Tusk. The Colet Play, a senior capstone production, allows students to curate, direct, and produce a full-length play of their choice.

Beyond the formal productions, a Theatre Society welcomes all students to attend London's professional theatre and discuss shows. Visiting speakers and workshops, led by industry professionals, broaden perspectives on careers in theatre. Trips to London's West End and beyond enrich the experience. Year 13 students pursuing A-level Drama are encouraged to act, direct, or design, and to celebrate theatre at the highest level, with recent cohorts working on plays including work by contemporary playwrights.

Drama scholarships at 16+ entry, worth £250 per annum, recognise potential directors and actors. These are awarded on the basis of audition, workshop, and interview with the Director of Drama.

STEM & Technology

The Centre for Design and Innovation, opened in 2024, provides purpose-built spaces for technology, design, and creative making. The school's approach to STEM rejects the false choice between pure science and engineering. All students study science separately at GCSE; those continuing into the sixth form select from three separate sciences, or combined double science for additional breadth. The curriculum incorporates contemporary concerns: AI ethics features, reflecting the school's commitment to developing thinkers capable of engaging with technological change.

Creative Technology, the school-directed course, bridges design and engineering. Students work on real briefs, engaging in prototyping, testing, and iteration. The Rosalind Franklin Design and Technology Centre, named for the scientist who made major contributions to the discovery of DNA , houses clay studios, darkrooms, and specialist equipment. Art students work with professional-quality materials and spaces; the school's photography darkroom allows film development and traditional processes.

Science and technology clubs and societies extend formal learning. The Dissection Society attracts medically-minded students; the Retro Sci-Fi Club engages creative thinkers; coding and robotics groups bring practical computing to life. One notable achievement: student participants in the Teens in AI Ada Lovelace Hackathon reached the global finals, designing a refugee-identification system tested at the SAGE conference in Las Vegas. The competition drew participants from France, Bolivia, Pakistan, and beyond, reflecting the school's reach into serious STEM communities.

Sports & Rowing

Sport at the school is neither elite nor marginalised, it occupies genuine space in the culture without dominating it. The facilities support this: a swimming pool adjacent to the sports ground, floodlit astroturf, courts, and a rowing facility on the River Thames. The St Paul's Girls' School Boat Club operates from the river and is affiliated to British Rowing, with the boat code SPG. The club has produced four British champion crews at the 1992 British Rowing Championships .

Traditional sports (hockey, netball, tennis, badminton, and athletics) feature prominently. Basketball, fencing, and kickboxing clubs broaden the offer. The modern sports pavilion, with fitness studio, supports both team sports and individual training. What distinguishes the school's approach is the balance: competitive fixtures exist, but participation is encouraged at all levels, not only the elite. The Sponsored Swim, held annually with Year 9 students, raises funds for charity whilst celebrating the school's aquatic tradition.

Clubs & Societies

The breadth of clubs reflects student voice and agency. Beyond formal provision, student-led clubs flourish. The Debating team competes externally; the Dissection Society convenes medically-oriented students; the Retro Sci-Fi Club engages imaginative thinkers; the Pinball Club centres on a shared passion. Environmental action is channelled through SPEAC (St Paul's Environmental Action Committee). The Gardening Club tends the school grounds. Restore, a student-led enterprise, operates a second-hand clothing business supporting charitable giving.

Language clubs cater to those studying beyond the main curriculum. The Improv Club, Philosophy Society, and Art Club extend creative thinking beyond timetabled lessons. A Junior History Podcast, "You're Dead To Us!" (inspired by the BBC's "You're Dead To Me"), sees students conduct interviews with teachers on historical topics. The breadth suggests that students' diverse interests are genuinely accommodated and celebrated. Clubs and societies are often devised and run by students themselves, embedding genuine student agency.

Cultural Opportunities

Annual exchange programmes connect students internationally. The Japan exchange brings students into direct contact with Japanese school life. Cultural trips, such as the recent New Delhi visit, provide sustained engagement with global contexts beyond tourism. Collaboration with the boys' school (St Paul's School) generates joint music concerts, with orchestras and choirs from both schools performing together, recent performances included Brahms' First Symphony conducted by a member of the boys' school staff.

The school's location in west London affords proximity to London's cultural institutions. Theatre trips expose students to professional work; museum visits contextualise curriculum learning; the proximity to galleries allows regular engagement with visual art. For sixth-formers, this cultural density is a significant advantage, independent study can be contextualised through direct experience.

Fees for 2025-26 are £12,414 per term (£37,242 annually) for Years 7-11, and £13,409 per term (£40,227 annually) for Year 12 onwards. The differential reflects the expanded choice and additional resources at sixth form. Fees include lunch and personal accident insurance. Textbooks, public examination fees, music lessons, LAMDA drama classes, and additional sports coaching are charged separately.

The deposit required upon acceptance is half of the current termly fee, credited against final bills. Overseas families face an additional deposit.

The school operates a robust bursary scheme designed to ensure genuine financial accessibility. The maximum value awarded matches full published fees, meaning some students pay nothing at all. The application process is means-tested, with evidence of family income required. Detailed information is published on the school's bursaries page.

Scholarships complement bursaries. At 11+ entry, only music scholarships are available, worth £936 per annum (value of lessons in one instrument or voice). These are awarded on the basis of a video application, practical audition, and interview. At 16+ entry, art (£250 per annum), drama (£250 per annum), and music scholarships (£936 per annum) are available. These carry prestige and typically result in reduced fees, though they can combine with bursaries. Music exhibitions (non-financial awards) also recognise achievement, providing mentoring and increased involvement in the school's music-making.

Entry occurs at two main points: Year 7 (age 11) and Year 12 (age 16). The school admits approximately 110 students annually at 11+, and further cohorts at 16+.

Year 7 Entry (11+)

The process is highly selective and employs a three-stage approach. First, all candidates in November of Year 6 sit the Cambridge Select Insight Test, a computer-based cognitive ability assessment covering verbal, mathematical, and non-verbal reasoning. This hour-long test is designed to identify academic potential independent of tutoring. Results are communicated in mid-December.

Successful candidates are invited to sit entrance examinations in January in English, mathematics, and general comprehension. The English paper requires close reading of literary prose and comprehension questions spanning inference, impact of word choice, and technical accuracy. The mathematics and comprehension assessments follow a similar pattern. Shortlisting for interview is based on these examination results.

Shortlisted candidates are invited for interviews at the school in mid-January, lasting 20-25 minutes and focusing on academic potential through interaction with stimulus material. Final decisions are communicated in mid-February, with an acceptance deadline in early March. Parents must then pay a deposit equal to half of a term's fees, credited against tuition bills.

Applications open in June and close in September for the following September's entry. The school accepts approximately 110 girls annually, making competition substantial. The school accepts 110 girls each year into Year 7 .

Year 12 Entry (16+)

Entry at 16+ is similarly selective. Candidates register and sit an online adaptive baseline assessment in early October of Year 11, gauging academic potential across the subjects they intend to study. Successful candidates are invited to entrance examinations in four of their chosen A-level subjects, with each paper lasting 45 minutes. Subjects like Politics and Economics, not typically studied at GCSE, include no requirement for prior specialist knowledge.

Following entrance examinations, shortlisted candidates attend interviews in mid-November. These include subject-specific interviews alongside a general interview covering academic performance, hopes for further education, and wider interests. Final decisions take into account examination performance, interview assessments, and references from the candidate's current school.

One notable pathway: students wishing to enter Year 8, 9, or 10 (occasional places) face additional requirements. They must demonstrate high academic performance and substantial involvement in extracurricular activities. Additionally, they must currently study at least two modern languages (from French, German, Italian, Spanish, Russian, or Mandarin) and either already study Latin or be willing to catch up with one to two years of Latin upon entry. This reflects the school's commitment to maintaining the linguistic breadth that characterises its curriculum.

All applications include a non-refundable registration fee of £265 (waived for bursary-only applicants). Parents indicate whether they are applying for means-tested bursaries or merit scholarships at the point of application.

The school operates a house system, though one less prominent than traditional boarding schools given the day school context. Pastoral care is woven throughout: class tutors oversee academic progress and wellbeing; sixth formers have access to dedicated staff and support structures. The ISI inspection noted that the school's approach to safeguarding is robust and meets requirements fully.

A wellness centre incorporates medical and counselling provision, allowing students to access support on-site. The school has invested in mental health awareness and trained staff, reflecting contemporary understanding of adolescent development and the specific pressures facing high-achieving girls. Relationships between staff and students are notably warm; students describe knowing staff as people, not merely authority figures.

Independent fees are substantial. At £37,242 annually for Years 7-11 and £40,227 for sixth form, the school sits in the upper of London independent schools. The bursary scheme is generous and genuinely accessible, but applications must satisfy financial need criteria. Families should begin conversations with admissions early if bursary support is being considered.

Entry is highly competitive. With approximately 2,200 candidates competing for 110 Year 7 places, acceptance rates are approximately 5%. The entrance process is designed to be fair and to reduce tutoring advantage, but the reality of selective entry means many capable girls will be unsuccessful. This is not a criticism of the school but a necessary acknowledgment of the numbers involved.

The school is London-based and expects local residence. The school policy requires all students to live in London with their parents. There are no boarding facilities. For overseas students, the visa sponsorship model applies, students must be dependents on a parent's visa, not sponsored directly. This significantly limits the international cohort.

The school culture is academically rigorous and intellectually advanced. Whilst there is genuine pastoral care and many pathways to engagement, the intellectual standard is very high. Students who thrive are those with genuine curiosity, not those seeking academic achievement alone. The absence of a uniform and relaxed rules can feel liberating to self-directed learners but may be disorienting to those needing more structure.

St Paul's Girls' School represents elite independent day education in its most intellectually honest form. The rankings (1st in England for GCSE, 2nd for A-levels (FindMySchool data)) reflect real academic achievement, but they don't capture the fuller picture: the school's commitment to creativity, the integration of specialist teachers, the scale of music-making, the genuine pastoral care. This is not an exam factory but a school where academic ambition and human development are pursued with equal seriousness.

The school is best suited to girls with genuine intellectual curiosity and families able to afford fees or to evidence financial need convincingly for bursary consideration. The selective entry process means only those identified as having strong academic potential gain admission. For those who do secure places, and who thrive in the school's intellectually generous environment, the educational experience is exceptional. The main challenge is securing entry; once admitted, families find a school that honours both academic excellence and human flourishing.