Nonsuch High School for Girls Review 2026: One of England's Elite Grammar Schools

The school opened its doors on a crisp May morning in 1938, taking its name from the 16th-century palace built by Henry VIII in the nearby park. Today, standing on 22 acres of grounds on the edge of Nonsuch Park, this highly selective girls' grammar school ranks among the highest-performing state secondary schools in England. With 84% of GCSE grades at 9-7 in summer 2025 and 77% of A-level grades at A*-B, Nonsuch occupies the elite tier, ranking 89th in England for GCSE performance (FindMySchool ranking). Entry is fiercely competitive, with over five applications for every place, yet the school maintains a warm, inclusive atmosphere where girls describe feeling genuinely welcomed despite the academic intensity. The school won the Sunday Times Parent Power Guide award for best state secondary school in the Southeast in 2026, a recognition reflecting the balance the school strikes between rigorous academics and a genuine sense of belonging.

Walking onto the Nonsuch campus, you encounter a school that wears its heritage lightly. The original Victorian and 1930s buildings sit comfortably alongside modern extensions, including a purpose-built music suite and contemporary science facilities. The 22-acre site provides breathing room that is increasingly rare in selective schools, woodland areas, meadows, and ecology zones create a genuine sense of campus rather than urban school. The house system divides students into seven houses named after planets: Mars, Mercury, Pluto, Jupiter, Neptune, Saturn, and Venus, each with its own distinct identity and competition for the annual house cup.

Under the leadership of headteacher Alexis Williamson-Jones (appointed September 2024), the school has maintained its reputation while evolving carefully. The school embodies five core PRICE values: Positivity, Respect, Integrity, Courage, and Endeavour, and these values permeate daily interactions rather than existing as mere wall decals. Pastoral care is taken seriously, with staff committed to students' emotional wellbeing alongside their academic achievement. The atmosphere is purposeful but not oppressive, girls describe the school as rigorous without being crushingly competitive, though the reality is that everyone here was top of their primary school class, which requires genuine resilience during the first term adjustment.

The school's specialist status in science and languages reflects genuine depth in these areas. The curriculum emphasis on STEM is notable without being at the expense of the creative arts, which genuinely flourish here. The diversity of the student body is real; the school draws from a wide catchment and genuinely reflects London's multicultural character, with over 30 languages spoken among the student body.

GCSE Performance

Examination results at Nonsuch consistently exceed even high expectations. In summer 2025, 84% of grades were 9-7 (well above the England average of 54%), with 64% achieving the highest grades of 9-8. The school's average Attainment 8 score of 81.3 reflects not just selection at entry but genuine academic progress and teaching quality. EBacc performance is highlighted as strong, with 67% achieving grade 5+ across the combination of subjects.

The Progress 8 score of +1.02 is striking, it indicates pupils make well-above-average progress from their Year 6 starting points compared to similar students in England. This value-added measure is perhaps the clearest indicator that the school adds significant educational value beyond the intake of high-achieving girls.

The school ranks 89th in England for GCSE results (FindMySchool ranking), placing it in the elite tier (top 2% of schools). Locally, it ranks 3rd among secondary schools in Sutton.

A-Level Performance

Sixth form results are equally impressive. In summer 2025, 28% of A-level grades were A*, and 77% achieved A*-B overall. A-level Attainment represents significant strength in the most demanding qualifications, reflecting both the quality of teaching and the motivation of the student cohort. The school's A-level ranking of 271st in England (FindMySchool data) places it comfortably within the top 11% of sixth forms.

Subject breadth is considerable: students choose from over 25 A-level subjects including Sciences (taught separately), Mathematics including Further Mathematics, Modern Languages (French, German, Spanish), Classical Languages (Latin), Economics, Government and Politics, History, Geography, Psychology, Drama and Theatre Studies, Music, English Literature, and Art and Design. This breadth allows genuine specialisation without constraint.

Leavers from Nonsuch achieve consistently impressive university placement. In 2024, 86% of sixth form leavers progressed to university, with employment taking 8%. The figure for direct university entry is notably high for a state school and reflects the rigorous preparation and quality of careers guidance the school provides. Ten students secured Oxbridge places in the measurement period, with 6 to Cambridge and 4 to Oxford, representing a 22% offer rate on applications.

Beyond Oxbridge, Nonsuch students regularly progress to Russell Group universities including imperial College, Edinburgh, Durham, Bristol, and Warwick. The school maintains strong partnerships with universities and runs a dedicated sixth form careers programme including mock interviews, university visits, and liaison with admissions tutors.

Sixth form students showing genuine aptitude receive intensive support for competitive applications. The school's alumni network is substantial and active, with former students returning to speak to students about career pathways, particularly in medicine and engineering.

The curriculum at Nonsuch follows the national framework but with considerable enrichment. In Key Stage 3, all students study separate sciences from Year 8, providing the foundation for the strong STEM pipeline. All students take at least one modern language alongside Latin in Year 7, building linguistic fluency early. The emphasis on breadth ensures students don't narrow prematurely; subject selection at GCSE operates within a broad framework where English, Mathematics, Sciences, and at least one language are compulsory.

Teaching quality is consistently strong. Teachers in selective schools inevitably benefit from high-achieving cohorts, but the school deliberately avoids the trap of teaching to the top few. Instead, teaching across Key Stages 3 and 4 emphasises mastery of concepts, development of independent thinking, and intellectual resilience. In sciences, practical work is prioritised; in languages, conversation and cultural understanding receive genuine weight; in humanities, extended writing and source analysis are developed rigorously from Year 7.

The learning environment is supported by substantial investment in facilities. Eleven modern science laboratories are distributed across three dedicated blocks, allowing flexibility for simultaneous practical work. The digital language laboratory and visiting language assistants support modern language teaching.

Extracurricular provision at Nonsuch is extensive and genuinely voluntary rather than pressure-driven, though participation is the norm. The school's strength lies not in offering exhaustive lists of activities but in embedding quality and genuine student ownership.

Music: A Defining Pillar

Music occupies an exceptional position at Nonsuch. The modern, purpose-built Music Department houses two large recital classrooms, nine practice rooms, an A-level study room, and a specialist suite with industry-standard music production software (Sibelius Ultimate and MuseScore). The three large orchestras (Junior, Symphony, and Senior Strings) draw around 200 students, whilst three choirs (Vox Celestes, Senior, and Whole School) provide ensemble opportunities across all ability levels. Additional ensembles include Jazz Band, Wind Ensemble, Party Band, and Indian Ensemble, allowing genuine diversity of musical experience. Students coach younger musicians as part of sixth form leadership, and the department actively supports those pursuing music at junior conservatoires in London or membership of prestigious youth orchestras.

The department employs two specialist music teachers supplemented by thirteen visiting peripatetic teachers covering all standard orchestral instruments, voice, guitar, and drum kit. Nonsuch music students regularly progress to Oxbridge, Russell Group universities, and UK conservatoires, with the department's pastoral support helping navigate the competitive conservatoire entrance process.

Concert life is vibrant. Termly concert performances fill the school hall (which houses a concert grand piano), and the department arranges regular visits to London concerts, operas, and musicals, exposing students to leading professional performance. The quality of ensemble playing is genuinely impressive, with standards sustained through clear expectations about rehearsal attendance.

Drama: Ambitious and Accessible

The school's drama programme combines ambitious productions with accessibility. The annual school production runs to sold-out houses; recent productions have included "Blue Stockings" (about first Oxbridge women students), "The Sound of Music," "Little Shop of Horrors," and "A Midsummer Night's Dream." Technical opportunities and costume creation involve far more students than the core cast. Two purpose-built drama studios provide space for concurrent classes and rehearsals. The department runs regular examined performances throughout the academic year, maintaining momentum beyond the single annual production. The Drama Department received a gold award for highest-performing English grammar school in speech and drama, reflecting consistent excellence.

Sport: Excellence and Accessibility

Sport at Nonsuch is notable for combining genuine competitive success with accessibility. An innovative partnership with David Lloyd Leisure has given students access to an indoor heated 25-meter swimming pool, a full-size sports hall, floodlit astroturf pitches, and extensive tennis and netball courts. The school's own facilities include extensive playing fields for athletics, cricket, and rounders. This unusually comprehensive provision means participation can be high without compromising competitive programme.

Students compete at county and national levels in athletics, netball, cross-country running, hockey, and cricket. The school regularly provides ball girls for the Queen's Club Championships and ATP tournament, a partnership that has become part of school tradition. However, the ethos remains inclusive; a broad range of students participate in house competitions, and sport is seen as one avenue among many for development rather than the defining feature of school life.

STEM and Intellectual Enrichment

The school's science specialism is supported by active participation in Science Olympiad, UK Maths Challenges, and national computing competitions. Students regularly achieve recognition in the prestigious Oxford University Schools Writing Competition. A dedicated STEM club alongside the broader Medics Society (for those considering medicine) provides focused opportunity for students developing specialist interests. The observatory on the roof supports a thriving Astronomy Society, where girls engage with observational astronomy and work toward understanding the night sky beyond curriculum requirements.

Other Clubs and Societies

Beyond these main pillars, the school offers a range reflecting genuine student interest. Clubs include Chess Society, Robotics Club, Cyber Security Club, Coding Club, Debating Society, LGBTQ+ Society, History and Politics Society, Conservation Club, Christian Union, The Literary Review (student publication), and Model United Nations. The Combined Cadet Force provides military training and leadership opportunity for those interested. Duke of Edinburgh expeditions operate at Bronze, Silver, and Gold levels, with many students completing the full progression.

Sixth form enrichment is particularly strong. Year 12 students undertake an Elective Programme choosing one course to pursue alongside A-levels (ranging from I.T. Skills to specialised subject enhancement). Community service is embedded, with Year 12 students volunteering fortnightly in local nursing homes, charity shops, and primary schools. Subject-specific trips are regular, Geography field studies to Flatford Mill, History visits to the National Archives, and language exchange opportunities to Europe and beyond.

The school encourages sixth form students to establish new societies, actively supporting student-led initiatives. Senior student leaders drive innovation, and every sixth former holds some position of responsibility, developing leadership skills through genuine ownership.

Entry to Year 7 is highly competitive and selective. All candidates sit the Sutton Selective Eligibility Test (SET), a two-stage process. Stage One (administered jointly with Wallington High School for Girls) comprises two papers in English and Mathematics. Successful candidates progress to Nonsuch's Second Stage Entrance Exam, also in English and Mathematics, designed to test reasoning and potential rather than prior knowledge. The school does not recommend tutoring, yet in practice, the vast majority of successful candidates have undertaken some preparation. Realistic assessment: two years of focused preparation is common, and families should approach the process with eyes open about the intensity.

Places are allocated by test score, with a 5.25-kilometre straight-line radius catchment. Eighty places are awarded each year to the highest scorers regardless of distance; 125 places to the highest scorers living within the catchment; remaining places to the highest scorers regardless of distance. Pupil Premium students receive priority for 35 places if they meet the standard. In 2024, the school received over 1,000 applications for 208 Reception places, representing an oversubscription ratio of approximately 5:1.

Sixth form entry requires an average GCSE point score of 6 across the best eight subjects plus grade 6 or above in Mathematics and English Language or Literature. The sixth form is open to external candidates as well as internal progression, creating a minor reinvigoration of the student body at 16. Internal students are not guaranteed sixth form places (approximately 20-25% typically progress to other schools, particularly mixed sixth form colleges).

School hours are 8:50am to 3:20pm Monday to Friday. The school day is structured around five periods with a mid-morning break and lunchtime. Transport is accessible: Cheam railway station is 5 minutes' walk away (trains to London Bridge, Victoria, and beyond); the A232 road provides car access with reasonable parking availability. Many students walk or cycle. The school is on the edge of Nonsuch Park, providing direct access to green space.

A sixth form study area and learning resource centre provides additional study space for older students. The cafeteria operates at mid-morning break and lunchtime, supplemented by "The Lunch Box" external concession in the sixth form area. Device policy is clear: Years 7–9 can’t bring smartphones, and sixth formers can use laptops/tablets (not phones) only in designated areas; devices must connect via the school Wi‑Fi.

The school takes pastoral care seriously as essential to academic success. Each student is in a form group of 18-25, with a dedicated form tutor who provides the primary pastoral contact. The house system adds a second pastoral layer, with house staff including senior teachers who know their house community well. Mental health and wellbeing are prioritised, with school counsellors, an Emotional Literacy Support Assistant, and trained first aiders on staff. A dedicated wellbeing and PSHE programme runs alongside academics, covering mental health, healthy relationships, online safety, and career development.

Behaviour and discipline are handled consistently. The expectation is that all students take responsibility for their conduct and contribute positively to the school community. The vast majority of students meet these expectations; when issues arise, the school balances support with clear consequences. Attendance is monitored carefully.

The school works hard to ensure every girl finds somewhere to belong. The diversity of clubs, sports, and societies means genuine niches exist for different personalities. While the academic pace is demanding, the school consciously resists the creation of a purely competitive environment where girls feel they must excel at everything. Time is deliberately protected for girls to simply be Year 9 or Year 11, to enjoy friendships, and to develop at their own pace.

Entrance intensity is real. The 11+ entrance is genuinely competitive. Two years of preparation is standard, and the emotional investment in the process is substantial. Girls who don't secure places have invested considerable time and energy, and the disappointment can be acute. Families should ensure their daughter wants this school for the right reasons rather than seeing it as the only option.

It's a demanding environment. Nonsuch girls are exceptionally able and motivated. The peer group is exceptional, but this cuts both ways. Some girls find the constant achievement-orientation energising; others feel the underlying pressure. The school works to mitigate this through pastoral care and deliberate emphasis on wellbeing, but it remains a reality that everyone here was top of their primary school class.

The catchment is tight and distance matters significantly. While test score is the primary criterion, distance has become increasingly important as demand has grown. Families living outside the 5.25-kilometre radius are at disadvantage in the allocation process. Check your precise distance from the school gates before investing in the entrance process.

Device policy is strict. The prohibition on smartphones for younger students is enforced consistently. Some families find this refreshing; others see it as restrictive. This is a deliberate policy choice the school has made and maintains, so it's important to establish whether it aligns with your family's approach.

The sixth form is relatively small and selective. Approximately 25% of Year 11 students leave post-GCSEs, with many choosing mixed sixth form colleges. The sixth form is academically very able but smaller than the main school, which creates a different dynamic. For some students this is positive (closer community); others find it constraining.

Nonsuch is among the highest-performing state schools in England, combining exceptional academic outcomes with a genuine commitment to girls' development beyond grades. The teaching is rigorous, the facilities are strong, and the breadth of opportunity beyond the classroom is remarkable for a state school. What sets Nonsuch apart is not merely the results, but the sophistication with which the school balances academic intensity with pastoral care, selecting excellence while maintaining inclusion, and celebrating achievement without crushing those who develop at different paces.

Best suited to girls who are academically ambitious, genuinely curious, and ready for a peer group of similarly able students. This is not a school for those seeking a relaxed, social sixth form experience; it is for girls who want to be challenged, supported, and prepared rigorously for university and beyond. The main barrier is securing a place, once past that hurdle, the education is exceptional.