Fairfield High School for Girls Review 2026: A high-expectation girls’ school with an outstanding-quality curriculum

An 11 to 16 girls’ school where academic ambition is not a slogan, it is built into daily practice. The latest inspection graded the school as Good overall, with Quality of Education judged Outstanding, which is a strong combination for families who want both high standards and a structured, calm learning environment.

Leadership has recently shifted. Miss Fee Lealman is named as Headteacher on the school’s safeguarding information, and she took up an interim headteacher appointment from 01 September 2024. That timing matters because it signals a period of transition, with expectations that systems and culture are being consolidated under a newer leadership arrangement.

For admissions, this is a popular option locally. For September 2026 entry, the published admission number is 199, and local authority allocation statistics show 458 requests for places in 2025, with the furthest initial allocation distance recorded as 0.717 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

The school’s identity is closely tied to girls’ education, and not in a superficial way. Its own narrative explicitly roots the school’s origins in the Moravian community, describing a foundation that valued the education of young women and pointing to the establishment of a boarding school for girls in 1796. That history is presented as more than heritage, it is used to explain why aspiration and social mobility sit close to the heart of the current ethos.

The culture described in official evidence is purposeful and orderly. Most pupils feel safe and happy, behaviour expectations are clear, and learning is rarely disrupted because the majority meet those expectations. This matters for parents because it suggests a learning environment where teaching time is protected, which tends to benefit both high attainers and pupils who need consistency to build confidence.

There is also a clear thread of leadership and responsibility opportunities for pupils. The school is explicit about roles such as the Head Girl Team and the Fairfield Forum Leadership Group, and the inspection evidence also refers to pupils taking positions of responsibility that prepare them for next steps. For many girls, especially those who thrive when given structured responsibilities, this can be a meaningful part of the experience rather than an add-on.

A balanced review needs to acknowledge where the evidence signals inconsistency. Formal findings indicate that discriminatory language is not always dealt with consistently well, and that undermines the inclusive culture leaders want. For families, the practical implication is simple: ask how incidents are logged, how patterns are tracked, and how pupils are encouraged to report concerns confidently.

Results data in this review uses FindMySchool rankings and the supplied performance dataset for comparability, alongside official inspection outcomes for context. In the FindMySchool ranking for GCSE outcomes, Fairfield High School for Girls is ranked 787th in England and 12th in Manchester, a proprietary FindMySchool ranking based on official data. This places the school above England average, comfortably within the top 25% of secondary schools in England.

The underlying performance measures support that positioning. The school’s Progress 8 score is 0.55, a strong positive figure indicating that, on average, students make well above average progress from their starting points by the end of Year 11. Its Attainment 8 score is 55.3, and its average EBacc APS score is 5.03.

One area where families often want clarity is what these measures mean day to day. A high Progress 8 score typically aligns with a school that teaches consistently well across subjects, not only where students are already strong. It is also consistent with an evidence base that highlights careful curriculum thinking, strong subject expertise among teachers, and sharper checks on misconceptions, rather than relying on last-minute exam preparation alone.

The strongest single signal in the public evidence is curriculum quality. The latest inspection graded Quality of Education as Outstanding, which is a high bar.

The detail behind that judgement is useful. Subject leaders have identified the important knowledge pupils should learn and organised it carefully so that pupils build knowledge over time. Teachers are described as subject experts who explain concepts clearly, leading to strong subject knowledge. This is the kind of “how” that parents should look for, not only broad claims of high standards.

Reading is also positioned as a priority. Evidence refers to identifying pupils who are behind and providing targeted support, alongside strategies designed to encourage wider reading, including choral reading and events that immerse pupils in a particular story. The implication for families is that literacy is treated as a whole-school responsibility, which tends to help across the curriculum, particularly in subjects with heavy reading and writing demands.

At Key Stage 4, families will want to understand how the school moves from curriculum coverage to exam readiness. The school publishes a structured programme of Period 6 revision sessions for Year 11, with some sessions also delivered to Year 10. That suggests a planned ramp-up rather than an abrupt sprint, which can reduce stress for students who cope better with predictable routines and earlier consolidation.

As an 11 to 16 school, the main transition point is post-16. Students will move into sixth forms and colleges locally, and the quality of careers education and guidance matters more than glossy destination lists.

Formal evidence indicates that students are well prepared for next steps through a strong careers programme and structured personal development, including leadership opportunities and aspiration-raising experiences. The inspection also references a Year 8 “inspiring women” event as an example of thoughtful planning to broaden horizons.

The school is also part of Stamford Park Trust, and its trust-level messaging highlights opportunities connected to trust-wide enrichment, including links to Ashton Sixth Form College through a trust programme. For students who are motivated by broader experiences, that trust network can become a practical advantage, although families should still ask what is available to all students versus what is targeted or capacity-limited.

Admissions are coordinated through local authority processes, using an equal preference system. For September 2026 entry, applications open from 01 September 2025 and the closing date is 31 October 2025. National Offer Day is 02 March 2026.

Open events matter because they are often the best way to understand day-to-day culture, curriculum and support. The school advertised an Open Evening on Thursday 02 October 2025, 6:00 pm to 8:00 pm, which aligns with the local authority’s published open evening schedule for the 2026 admissions round. If you are applying in a future year, it is reasonable to assume a similar early autumn pattern, but always confirm dates directly as they can change year to year.

Demand is the other big question. Local authority allocation statistics show that for 2025 there were 458 requests for places, against a published admission number of 199 for the 2026 cohort, and the furthest initial allocation distance in 2025 was recorded as 0.717 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

Oversubscription criteria and practical admissions mechanics are published in the school’s arrangements document. The criteria prioritise pupils in specific categories including partner primary schools, then allocate remaining places by distance. Families considering this option should use the FindMySchool Map Search to check their distance carefully and to understand how tight a distance-based offer can be in a given year.

Pastoral systems are described with real detail, which is reassuring because it indicates a defined pathway rather than an informal “open door” model. Support begins with the form tutor as the first point of contact, then escalates through Assistant Heads of Year and Heads of Year, with targeted help around self-esteem, strong feelings and exam stress.

The school’s mental health framework includes a named Mental Health Lead, and it reports working with external services. It also states that counsellors are contracted from Talk, Listen, Change, and that a mental health practitioner is based in school one day a week to support pupils with emerging needs. For families, the practical implication is to ask how pupils are referred, what parental consent looks like, and how the school balances short-term interventions with sustained support.

Safeguarding arrangements are clearly signposted, with a named safeguarding team including the Headteacher and Designated Safeguarding Lead. The latest inspection confirmed that safeguarding arrangements are effective, which should be a baseline expectation but still matters as an external validation of systems and training.

Extracurricular life is unusually well-specified. Rather than broad statements, the school publishes a structured weekly programme with named activities and staff leads. That matters because it signals consistency and helps pupils form routines around clubs, rehearsal schedules and enrichment.

Performing arts has a clear presence. Fairfield Players is listed as a regular activity, alongside school show rehearsals and dance rehearsals tied to productions. There is also a choir and a band, plus Voices by audition, which suggests a pathway for students who want either inclusive participation or a more performance-focused route. The implication for parents is that music and drama are not limited to occasional showcases, they appear to be part of the weekly rhythm for interested pupils.

STEM and academic enrichment also show up in identifiable ways. KS3 Advanced Maths Club and Sparx Maths Club provide different entry points, and Fairfield STEM Sparks is listed for selected Year 10 pupils. Academic clubs like Book Club and Debate Club are scheduled in the week, while revision support is formalised through Period 6 sessions for Year 11 and some Year 10 pupils. That combination tends to suit students who like structure and benefit from planned academic reinforcement rather than last-minute pressure.

Finally, the school offers Duke of Edinburgh for Year 9, and a range of personal development and identity-focused groups, including an LGBTQ+ and Ally Pride Group. These programmes can be important for confidence and belonging, especially in a single-sex environment where girls may value protected spaces for leadership, debate and self-expression.

The school day is clearly set out. Pupils can go to the library or canteen from 7:30am, registration starts at 8:15am, and the school day ends at 2:45pm. Lessons are 60 minutes long.

For travel, the school highlights school bus services serving Audenshaw, Denton, Dane Bank and Haughton Green, which is helpful for families who want a predictable transport option rather than relying on multiple public transport connections.

• Admission is competitive. Local authority data shows 458 requests in 2025 for a published admission number of 199 for the September 2026 cohort, and the furthest initial allocation distance in 2025 was 0.717 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

• Attendance is a stated improvement priority for some groups. Evidence highlights that some groups, including pupils with SEND, do not attend as often as they should. Families of children with additional needs should ask how attendance is supported and how school-based adjustments are coordinated with pastoral and SEND teams.

• Inclusion needs consistent follow-through. Formal findings indicate that discriminatory language has not always been addressed consistently, which can affect pupils’ confidence in reporting. Parents may want to explore how the school tracks incidents and reinforces expectations in practice.

• There is no sixth form. The transition at 16 is unavoidable, so students will need clear guidance on post-16 pathways and application timelines. The careers and personal development programme is therefore a central part of the offer, not a nice extra.

Fairfield High School for Girls stands out for curriculum quality and academic ambition, backed by a strong Progress 8 score and an inspection profile that combines an Outstanding-quality education judgement with a Good overall rating. Its extracurricular programme is unusually detailed and structured, and pastoral support is described with clarity rather than generalities.

This school suits families who want a girls-only environment with high expectations, strong teaching and clear routines, and who are prepared for competitive admissions and a post-16 move at the end of Year 11. The key decision factors are whether your daughter will thrive in a purposeful culture, and whether your home location and admissions category make an offer realistic in a given year.