Woodford County High School for Girls Review 2026: Excellence Rooted in History

The Grade II listed Highams Manor, originally built in 1768 as an elegant Georgian estate with grounds designed by acclaimed landscape architect Humphry Repton, became Woodford County High School in 1919. Today, the 105-year-old grammar school sits at the top of London's selective girls' education spectrum, occupying those same beautiful grounds with newer teaching facilities that blend period architecture with contemporary learning spaces. The school ranks 127th in England for GCSE results (FindMySchool data, top 3%), with quality of education rated Outstanding by Ofsted in its most recent inspection of November 2022. With 1,245 students across Years 7-13 and a deliberately selective sixth form, Woodford operates as the only single-sex state grammar school for girls in the London Borough of Redbridge. The atmosphere combines academic rigour with what students describe as a genuine sense of community and belonging. This is a school where tradition runs deep, yet one that invests continuously in modern facilities and inclusive provision.

What first strikes visitors is indeed a palpable sense of community. The school occupies a campus that feels purposeful yet welcoming. The Victorian main building retains its architectural grandeur; stone staircases with wrought-iron balustrades and a polygonal roof lantern evoke the building's Georgian heritage. Alongside these heritage spaces sit the Centenary Centre, opened in September 2017, which houses 13 dedicated science laboratories, 11 additional classrooms, enhanced computing facilities and dedicated sixth form study spaces. The atmosphere balances formality with informality: girls move between lessons with focus, but girls of different ages collaborate naturally on school events and projects. The House system organises much of school life, creating micro-communities within the larger whole.

Miss Jo Pomeroy has led the school as Headteacher, bringing a vision of intellectual ambition paired with pastoral care. Under her leadership, the school has expanded capacity from four forms of entry to six from September 2016, a significant logistical shift that the school navigated while maintaining academic momentum. The leadership team emphasises personalisation and proactive mentoring. Staff appear genuinely invested in girls as individuals; the language used throughout the school website and inspection feedback refers repeatedly to knowing pupils well and understanding their particular strengths.

The school's ethos is expressed through an emphasis on community responsibility. Girls select charities to support each year; fundraising occurs regularly through house competitions and form-level activities. The Year 12 voluntary service programme, requiring each student to commit 25 hours to community work, is compulsory rather than optional, signalling genuine institutional values around service. There is a visible pride in the school's heritage. The centenary year in 2019 was marked with celebration, and the school's history is woven into the fabric of school communications. Girls reference the "Woodford Spirit" spontaneously in student testimonials, suggesting a shared identity beyond mere enrolment.

GCSE Performance

At GCSE, results demonstrate consistent strength across the ability range. In 2024, 55% of all entries achieved grades 9-8, with 77% achieving grades 9-7. The attainment 8 score of 78.3 is well above the England average (459 as measured by percentage metric), representing genuine excellence in a selective intake. 94% of pupils achieved grades 5 or above in the English Baccalaureate. The Progress 8 score of +0.79 indicates that pupils make above-average progress from their starting points, a reflection of quality teaching and individualised support.

These results place Woodford 127th in England for GCSE attainment (FindMySchool ranking, top 3% of schools nationally), and 2nd in the London Borough of Waltham Forest. The school's ranking sits in the national high tier, meaning it sits well above England average performance. What distinguishes Woodford is not only the headline figures but the consistency: girls across the full ability range achieve strongly. The school explicitly encourages breadth at GCSE; all pupils study core subjects (English, English Literature, Mathematics, combined or triple science, a modern language, and a humanities subject) before choosing two further options. This approach means girls study at least 10 GCSE subjects, compared to the national minimum of eight. Many pursue Classical Civilisation or additional language options alongside core subjects.

A-Level Performance

The sixth form reflects the school's academic reputation. 75% of A-level grades achieve the A*-B range, significantly above the England average. The A* percentage of 17% and A percentage of 31% indicate a cohort performing at the highest level. Students successfully combine arts, sciences and humanities; many simultaneously study disciplines like Latin, further mathematics and sciences alongside humanities. The school ranks 276th in England for A-level results (FindMySchool data, top 10%), placing it in the national strong tier.

Sixth form entry is non-selective by test, but students must meet strict GCSE criteria: typically grade 7 or above in A-level subjects being studied, and clear evidence of ability to handle post-16 study. This means the sixth form cohort, though non-selective by examination, is nonetheless highly selective by outcome. The Extended Project Qualification (EPQ) is offered alongside traditional A-level study; many students choose to pursue either three A-levels plus EPQ or four A-levels. This flexibility acknowledges that sixth form students have diverse university and career ambitions.

Teaching at Woodford follows rigorous structures. Classes are taught in form groups at Key Stage 3, fostering coherence and pastoral continuity. From Year 9, setting begins in mathematics, allowing differentiation in pace and challenge. Setting intensifies in the sixth form, where subjects operate across multiple A-level groups organised by specialism and demand.

The curriculum is deliberately broad. At Key Stage 3, all students study English, Mathematics, Science (three separate subjects from Year 9), Art, French, a second language (German or Latin), Geography, History, Computing, Music, PE, Religious Studies and Technology. The commitment to second languages is notable; girls start two languages in Year 7 and continue with at least one to GCSE. This contrasts with many comprehensive schools where language take-up is more selective. Separate sciences at GCSE reflect the school's emphasis on scientific foundation; chemistry, biology and physics are studied as distinct disciplines by all pupils.

Subject teachers have strong qualifications and subject knowledge. The Ofsted inspection of November 2022 rated the quality of education as Outstanding, noting that teachers help pupils to think and work like subject specialists. The curriculum emphasises depth over breadth; girls are not rushed through content but are encouraged to explore topics thoroughly and develop genuine understanding. The Innovation Lab, a dedicated STEM facility, supports practical investigation and creative problem-solving in science and technology. Sixth formers spoke of lessons filled with "dynamic discussions, innovative methodologies and technology," suggesting a culture where intellectual curiosity is genuinely valued.

University Destinations

The vast majority of sixth form leavers progress to higher education. In the 2023-24 cohort of 178 students, 71% progressed to university. This figure reflects both the selective nature of the sixth form entry and the school's embedded culture of university aspiration. Oxbridge remains a realistic destination for high-performing students: in a recent measurement period, 8 students secured places at Oxford and Cambridge out of 38 Oxbridge applications, representing a 21% offer rate and an 89% acceptance rate for those offered places. This success is not incidental; the school invests in university mentoring, careers guidance and progression support.

Beyond Oxbridge, students gain places at Russell Group universities and specialist institutions including Imperial College, Edinburgh, Durham, UCL and Bristol. The breadth of destinations reflects the variety of A-level combinations available and the school's success in preparing girls for competitive applications across multiple disciplines. Year 12 students receive formal guidance on UCAS applications, essay preparation and interview techniques. The school holds the "Investor in Careers" award, a recognition of high-quality careers education and guidance, underscoring institutional commitment to progression planning.

Post-16 Destinations

For the minority not proceeding to traditional universities, routes vary. In 2024, 6% of leavers entered apprenticeships and 8% moved into employment. The school's work experience programme in Year 11 and voluntary service commitment in Year 12 provide practical exposure to work environments and community roles, preparing girls for diverse pathways beyond school.

The extracurricular provision is both extensive and carefully curated. Rather than sprawling activity lists, the school organises activities into clear categories: Academic (exploring subjects beyond curriculum), Enrichment (half-termly rotating clubs in creative and practical areas), and Sport.

Music: A Defining Strength

Music is central to Woodford's identity. A remarkable number of girls learn instruments individually; lessons are available for cello, clarinet, flute, guitar, drums, piano, trumpet, violin and singing. Two orchestras operate, separating senior and junior ensembles to allow appropriate challenge for each level. The chamber groups and specialist instrumental ensembles (including a jazz band) offer varied opportunities. Choirs are similarly diverse, with both formal and informal groups. Every Year 8 student participates in a brass instrument scheme, a widening participation initiative that introduces instrumental learning to pupils who might not otherwise encounter music teaching. Large numbers participate in the Redbridge Symphony Orchestra, a borough-wide ensemble, and students regularly perform at external concert venues. The school was awarded the London Excellence Award for Secondary School Music, a recognition of the quality and breadth of provision.

Drama: Highly Professional and Accessible

The annual House Drama Festival is a highlight of the school calendar; competitive drama productions showcase talent across the lower school and provide leadership opportunities for sixth form directors and producers. An annual pantomime complements the house festival, providing access points for girls who enjoy performance but may not audition for house productions. The drama studio and dedicated performance spaces support rehearsal and production, with resources extending to lighting and sound equipment. Sixth formers frequently lead workshops and masterclasses for younger students, creating embedded structures for skill transmission.

STEM and Technology

The school designates itself a Top 100 STEM School and actively encourages girls to engage in science and engineering. The Innovation Lab provides dedicated space for hands-on problem-solving; Year 12 students won the Talent 2030 Engineering Competition in their age group, demonstrating competitive strength. Computing facilities are modern and well-resourced, with specialist teaching in coding and digital skills. The new science block of 13 laboratories facilitates practical investigation in chemistry, biology and physics, with facilities supporting both KS4 and KS5 study.

Sports: Excellence and Accessibility

The school's sporting provision reflects the principle that excellence and inclusion coexist. A well-equipped Sports Hall and dance studio sit alongside outdoor facilities: netball courts, rounders pitches and a grass running track occupy the extensive grounds. Girls participate in fitness, athletics, badminton, dance, gymnastics, netball, rounders and volleyball. Competition is organised through inter-house fixtures in netball and rounders as well as external borough competitions; the trophy cabinet reflects successful participation in London borough competitions. The school produces county players and occasionally England players, indicating both the quality of coaching and the reach of the programme. Importantly, sports are not restricted to elite performers; the school explicitly aims for all girls to enjoy participation at their level.

Enrichment and Academic Development

Lunchtime and after-school clubs rotate termly, offering varied experiences. Recent and current clubs include Self-Defence, Jiu Jitsu, Speech and Prose (public speaking and rhetoric), Basic Cooking, Cakes and Cookies, Fencing, Gelato Workshop and Pop Workshop. This rotation means the programme refreshes regularly, preventing stagnation and encouraging girls to try new things. Academic clubs support subject learning: departmental clubs and societies provide extension and exploration beyond the formal curriculum. Sixth form students run many clubs, creating leadership pathways and peer mentoring structures.

The House system amplifies extracurricular engagement. Each of the school's houses organises drama and dance festivals, charity fundraising events and house quizzes, embedding competition and cooperation at the same time. Leadership opportunities are deliberately expanded; the school notes as a stated focus the wish to increase leadership roles in KS3 and KS4, suggesting conscious effort to develop agency among younger pupils.

Sixth Form Enrichment

The sixth form enrichment programme runs Wednesday afternoons, offering activities such as dance, yoga, multi-sports, cooking, creative arts, music and computing. This embedded enrichment time signals that development beyond A-level study is institutional priority, not an optional extra. Sixth formers are expected to undertake at least 15 hours of independent study weekly outside timetabled lessons, reflecting university-level expectations. Some sixth formers undertake paid work (capped at eight hours weekly), a recognition that many students have financial responsibilities or development interests outside school.

Entry at Year 7 is highly competitive and selective. The school receives approximately 1,000 applications annually for 180 places, a ratio of roughly 5.5 applications per place. Admission is via the London Borough of Redbridge 11-plus examination, administered by the Local Authority. The examination comprises two papers assessing verbal reasoning and mathematics, generated by GL Assessment. Girls must achieve a pass mark of 104 to be considered; those scoring below this are not added to waiting lists.

The admissions process operates on a catchment area basis with further selection by test score within the catchment. The catchment encompasses the entire London Borough of Redbridge and parts of neighbouring areas. Girls living within the designated catchment who achieve sufficient marks on the entrance test have priority, creating geographical predictability for local families while maintaining academic selectivity. Admission testing takes place in September, with offers typically released in the autumn term.

For sixth form entry, students do not re-sit entrance examinations. Instead, entry is based on GCSE results and subject-specific requirements. Typically, girls must achieve grade 7 or above in the subjects they wish to pursue at A-level, though exact thresholds vary by subject and cohort. This non-selective approach to sixth form entry (in that no entrance test is required) contrasts with Year 7 and reflects the school's belief that strong GCSE performance, combined with clear teacher recommendation and student motivation, are sufficient predictors of sixth form success.

The school places explicit emphasis on knowing pupils well. Form tutors work with consistent groups across multiple years, creating continuity of relationship. Sixth formers receive fortnightly one-to-one tutorials with assigned tutors who hold specialist knowledge in pastoral and academic mentoring post-16. These sessions provide space for discussing academic progress, wellbeing, careers planning and any difficulties — academic, social, personal or financial.

Behaviour is calm and consistent. The school operates clear behaviour expectations, communicated through house and form structures. Bullying is reported as rare and handled effectively by staff; pupils report feeling safe. The safeguarding culture is strong, with staff trained in recognising and responding to concerns. Online safety is addressed through curriculum and pastoral structures, helping girls navigate digital spaces confidently.

Support for girls with additional needs is embedded. The school maintains a SEND provision alongside mainstream teaching; specialist staff work with pupils on the SEN register. The focus is on inclusive practice wherever possible, with withdrawal sessions and specialist support deployed to enable participation in mainstream classes and activities.

Sixth form students are treated with greater autonomy than younger pupils but within a structured framework. There is no formal uniform, but a dress code requires students to wear clothing appropriate to a working environment. Black trousers/skirts and white shirts are required for formal occasions. Exit privileges are granted to some sixth formers, allowing flexible end-of-day timings. Full and punctual attendance is monitored closely and is essential for success; the school recognises that independent study and timetabled sessions both require consistency.

The school day runs from 8:50 am to 3:20 pm for the main school. Sixth form exit times vary depending on timetable and privileges granted. After-school clubs run from 3:30 pm to 5:00 pm daily, with six-week themed activity courses offered in subjects ranging from martial arts to cookery, archery to jewellery design, dance to chess. Before-school provision and holiday clubs are available for families needing extended care, though details should be checked directly with the school.

The school is well connected by transport. It sits on Woodford High Road, served by buses (routes 20, 179, 275, W13) and within easy walking distance of Woodford Underground Station on the Central Line. Parking is available on site for those driving. The grounds occupy 16 acres, providing extensive outdoor space for activities and informal socialising.

Entry competition is fierce. With roughly 5.5 applications for every place and a fixed pass mark of 104, gaining entry to Woodford requires both strong academic ability and familiarity with selection test formats. Families often pursue external tutoring in verbal reasoning and mathematics to prepare; this is a competitive market. Families should be realistic about chances; admission is far from guaranteed even for able pupils.

The school is highly selective by results, not just by test. While the sixth form does not require entrance examinations, girls must achieve grade 7 or above in A-level subjects. This means the sixth form, whilst theoretically open to internal and external applicants, is in practice a cohort of very high achievers. If your daughter finds the pace demanding, the sixth form environment may feel intensely pressured.

Catchment area matters significantly. Whilst the school draws from Redbridge and parts of neighbouring boroughs, families not in the catchment face additional disadvantage. Distance from school affects admissions priority; those further away are less likely to be offered places. Families relocating for school entry should verify their precise postcode against catchment boundaries and discuss realistic likelihood of admission with the Local Authority before committing to moves.

It is an all-girls environment. The school is deliberately single-sex, a model that many families value for fostering girls' confidence and enabling subject choices without gendered assumptions. However, families wanting co-education should look elsewhere. The all-girls context is core to school identity and will not change.

Woodford is a genuinely excellent state grammar school, offering academic provision that rivals many independent schools while remaining free. The quality of education is rated Outstanding; GCSE and A-level results place the school in the top 2-3% nationally. The physical estate is striking, combining heritage architecture with modern facilities. Sixth form students describe a supportive yet academically demanding environment where curiosity is prized and individual development is genuine priority.

This school suits families in or near the Redbridge catchment who prioritise academic challenge, girls-only education and a strong sense of institutional community. The extracurricular provision is broad and genuinely valuable, not mere window-dressing. Pastoral care is evident in how staff speak about pupils and how pupils speak about the school. Families should have realistic expectations about entry competition and academic pace; this is not a school for reluctant learners, and competition for places is real. For those who gain entry and thrive in the culture, Woodford offers an excellent education at public expense. The main challenge is securing a place.