When Jessie McWean opened these doors in 1919, despite local outcry that girls had no need for education, she founded something remarkable. More than a century later, the legacy persists, but the vision has transformed. At the gates today, you encounter a purposefully driven, modern girls' grammar school where academic excellence serves as the foundation for genuine personal development. With 885 girls spanning Years 7 through 13, Newport Girls' High School Academy ranks 195th in England for GCSE results (FindMySchool ranking), placing it in the top 4% and consistently first in Shropshire for academic outcomes. The 2022 Ofsted inspection awarded Outstanding across all categories, including sixth form provision. This is a selective school for girls with genuine ambition, both academically and for the wider world.
The school occupies a mixed-age campus in the historic market town of Newport, Shropshire. The Victorian frontage, designed by architect George Henry Bailey in 1920, anchors the site, while purposeful extensions have accommodated steady expansion. Recent investment is visible everywhere: in January 2022, new facilities opened including a modern science laboratory, computer suite, additional classrooms, and a purpose-built dining facility. The building tells a story of growth without abandonment of foundation.
Atmosphere here is purposeful but not pressurised. Girls move between lessons with focused energy. Lessons are calm, focused and free from disruption, according to Ofsted inspectors. The house system creates vertical integration, girls in Year 7 alongside those preparing for university, fostering mentorship and belonging. Deputy Headteacher Miss Sophie Webster, who joined in September 2021, oversees pastoral care and behaviour. She works alongside Headteacher Mr Adam Jones, who arrived in September 2024 after twelve years in senior leadership at another outstanding girls' grammar school. A mathematician by training with over twenty years' teaching experience, Jones has already taught at NGHS earlier in his career, returning with established credibility.
The school's expansion has been managed thoughtfully. Intake grew from just 32 girls per year in 2003, to 56 in 2003, 84 in 2013, and now stands at 120 annually, enabled by £2.3 million from the government's Selective Schools Expansion Fund in 2019. Yet with 885 girls across all years and 70 staff, the environment feels coherent rather than unwieldy. Girls describe genuine friendships across year groups and a culture where everyone "gets on."
84% of GCSE entries at grades 7-9 (equivalent to A-B under old terminology) represents remarkable consistency. In 2025, 76% achieved grades 7-9, with an Attainment 8 score of 73.2, well above the England average of 46. The Progress 8 score of +0.49 demonstrates that girls make above-average progress from their starting points, despite selective intake. Put plainly, girls here achieve at the very highest tier in England and continue to improve once at the school.
64% achieved grades 5 or above in the English Baccalaureate (EBacc), a measure of broad academic experience. The school's commitment to curriculum breadth is evident: all students study two modern languages in Key Stage 3 and separate sciences at GCSE. Some pupils study Further Maths as an additional equivalent GCSE, extending mathematical challenge.
Newport Girls' High School ranks 195th in England for GCSE outcomes (FindMySchool ranking), placing it in the top 4% of schools and rank 1 locally. This ranking reflects consistent year-on-year performance, a testament to teaching quality and the school's academic culture.
A-level results showcase similar strength. In 2025, 78% of grades achieved A*-B, with 54% at A*-A. These figures place the sixth form in the elite tier in England. The A-level ranking of 215 in England (FindMySchool data) positions NGHS among the top 8% of schools and rank 1 in the local area. Twenty-two subjects are offered in sixth form with no option blocks, meaning girls are not forced to sacrifice breadth for depth, a rarity in selective schools.
The 2023/24 cohort of 103 leavers saw 77% progress to university, 3% to apprenticeships, and 12% to employment, indicating strong post-18 pathways beyond traditional university routes.
England ranks and key metrics (where available)
A-Level A*-B
78.07%
% of students achieving grades A*-B
GCSE 9–7
71.3%
% of students achieving grades 9-7
Oxbridge success is notable though not dominant. In the measurement period, 21 girls applied to Oxford and Cambridge combined, securing 3 offers and 3 acceptances, all to Cambridge, with zero Oxford places. This represents a 14% offer rate and demonstrates genuine Oxbridge accessibility without excessive pressure. Beyond Oxbridge, girls consistently secure places at Russell Group universities including Warwick, Durham, Edinburgh, Bristol, and Imperial College, reflecting the rigorous curriculum and strong pastoral guidance provided.
Strong university destinations are underpinned by comprehensive UCAS support. Sixth form students receive dedicated guidance with Significant support with UCAS applications available to all. The curriculum emphasis on critical thinking, essay writing, and independent learning translates directly into competitive university applications across disciplines from medicine to humanities.
The school operates an academically rigorous curriculum with clear structure. Lessons follow best-practice approaches emphasizing understanding over memorisation. Teachers possess strong subject knowledge and explain concepts clearly, with girls developing deep insights into their subjects. The school's ambitious approach to teaching, noted particularly for pupils with special educational needs and/or disabilities (SEND), means differentiation is thoughtful and inclusive rather than reductive.
In Key Stage 3, the curriculum balances academic rigour with breadth. Two modern languages expose girls to linguistic range and cultural awareness. Separate sciences from GCSE onwards recognise the importance of specialist knowledge. English, Mathematics, and sciences form the foundation, but options in humanities, languages, arts, and technology ensure genuine choice.
A-level breadth is exceptional. With 22 subjects offered and no option blocks, girls can combine subjects authentically aligned to their aspirations rather than administrative convenience. This flexibility supports both traditional pathways (medicine, law, engineering) and emerging ones (environmental science, philosophy, economics). The curriculum explicitly supports university progression through UCAS guidance, personal statements, and subject-specific enrichment.
Teaching consistently meets high standards. Ofsted found that teachers ensure broad subject experience beyond examination specifications, meaning girls encounter genuine scholarship alongside assessment preparation. The house system reinforces pastoral support, with Heads of Year maintaining close oversight of wellbeing and progress.
Quality of Education
Outstanding
Behaviour & Attitudes
Outstanding
Personal Development
Outstanding
Leadership & Management
Outstanding
The extracurricular programme represents genuine breadth rather than token provision. The school actively encourages all students to participate in at least one activity, with achievement points rewarding engagement. This is where Newport Girls' High School distinguishes itself from assessment-focused peers by creating space for passions beyond grades.
Music holds particular prominence. The school operates a full orchestra alongside a choir, saxophone ensemble, and various smaller ensembles and bands. Instrument lessons are offered across woodwind, brass, strings, and keyboard. Annual drama productions feature orchestral accompaniment, elevating both musical and theatrical outcomes. Music competitions and festivals feature prominently throughout the year, with girls regularly performing beyond school walls.
The recent investment in facilities has enhanced music provision. Dedicated rehearsal and teaching spaces allow ensemble work to flourish without disrupting academic spaces. The vibrancy of music is evident during lunchtime visits when various ensembles rehearse simultaneously across the campus.
Drama thrives through student-led and staff-supported production. Recent shows have involved casts of 50+ girls alongside full orchestras, testament to the depth of dramatic engagement. Performances span classical texts, contemporary pieces, and original work, exposing girls to genuine theatrical range. The accessibility of drama, open to all rather than audition-only, means substantial numbers of girls experience performance and ensemble work.
Coding Club provides instruction in programming languages and computational thinking. The newly refurbished computer suite equipped with contemporary hardware supports both curriculum work and extracurricular coding. Academic Support Club offers peer-led tutoring in mathematics, sciences, and languages, recognizing that collaborative learning deepens understanding. The Gold Crest Award programme engages interested girls in STEM project work recognised at national level.
Sports provision balances elite development with participation culture. Girls compete in netball, badminton, handball, rugby, karate, and fencing. Football and basketball provide additional pathways. House competitions drive healthy rivalry and participation across ability levels. The school's location in market-town Shropshire provides access to outdoor spaces and genuine community sports engagement. Tibberton Satellite provides netball fixtures at regional level, indicating genuine competitive calibre.
Young Enterprise provides real-world business experience, with sixth formers designing products, managing finances, and competing regionally. The Cultural Celebration Club promotes global awareness and diverse traditions, whilst the Japanese Club reflects the school's language pathway commitments. Academic societies in sciences, humanities, and languages provide extension and peer learning. The Duke of Edinburgh Award operates at Bronze level, with girls developing resilience, outdoor skills, and teamwork.
The accessibility of clubs is noteworthy. Most operate at lunchtime rather than after school, acknowledging that many girls travel substantial distances from Telford, Wolverhampton, Shrewsbury, and surrounding areas. Student-led clubs allow girls to develop leadership alongside shared passion, with staff support provided when needed. Mr Pointon, Assistant Headteacher, oversees student-initiated clubs, actively encouraging new proposals and novel offerings.
Newport Girls' High School is a selective state grammar school. Admission at Year 7 requires success in the West Midlands Grammar Schools Entrance Test, coordinated across a consortium of schools. The test comprises two papers (approximately 50-60 minutes each) covering English comprehension/verbal reasoning (50% weighting), mathematics (25%), and non-verbal/spatial reasoning (25%). No writing component is included.
The school remains consistently oversubscribed. In the most recent data, 330 applications were received for 117 places (2.82 applications per place), reflecting sustained demand. Girls are drawn from Newport itself, Telford, Shropshire, Staffordshire, Wolverhampton, and Market Drayton, a geographical catchment reflecting the school's regional reputation. Approximately 40% of students reside in Newport, with the remainder commuting. The last distance offered varies annually based on applicant distribution and sibling admissions.
For entry at Year 12, the sixth form opens to both internal progressers and external applicants. All candidates must meet consistent academic requirements regardless of origin, maintaining standards whilst broadening the sixth form intake to around 180 girls (approximately 90 per year). Entry typically requires strong GCSE results (typically grade 5 or above in relevant subjects) and subject-specific prerequisites depending on A-level choice.
The school's expansion policy reflects genuine widening participation. The Selective Schools Expansion Fund grant specifically supported increased intake and outreach to families from disadvantaged backgrounds, with formal efforts to raise the proportion of students on Free School Meals.
Applications
330
Total received
Places Offered
117
Subscription Rate
2.8x
Apps per place
The school's pastoral structure combines form tutors, Heads of Year, and house systems. All students benefit from a named tutor who knows them individually and monitors progress. Heads of Year for each year group provide specialist oversight. The house system creates vertical integration, with girls across all years in mixed-ability groupings, fostering mentorship and belonging beyond form groups.
Designated Safeguarding Lead Mrs Hayley Birch (Assistant Headteacher) provides school-wide oversight of safety and wellbeing. PSHE (Personal, Social, Health, Economic education) is considered vital, with dedicated curriculum time exploring relationships, democracy, civic responsibility, and safety.
Behaviour management is preventative rather than punitive. The house system, combined with whole-school rewards mechanisms, emphasises positive culture. Bullying is rare and dealt with rapidly, according to Ofsted. The pastoral approach extends to girls with SEND, with specialist support embedded within mainstream classes rather than separated from peer groups.
Mental health support has expanded. The school acknowledges modern pressures on adolescent girls and has invested in wellbeing provision. Support mechanisms exist for girls navigating exam pressure, friendship difficulties, or personal challenges. External counsellors complement internal pastoral provision.
Wellington Road, Newport, Shropshire, TF10 7HL
8:50 a.m. to 3:20 p.m. (standard day)
Three dedicated coach services run from Telford, Wolverhampton, and Shrewsbury daily, reflecting the school's regional draw. Girls not using coaches access via car or independent travel.
Contact the school directly for enquiries.
The school provides lunch facilities in the newly built dining room (opened January 2022), with catering options for varied dietary requirements. Wraparound care is not formally offered, though the school recognises transport challenges and schedules most clubs at lunchtime.
Selective entry is genuinely competitive. With 2.82 applications per place, securing entry requires strong performance in the entrance test. Many families pursue tutoring, though the school does not recommend it formally. Understanding the entrance expectations early supports realistic family planning.
Geographic commitment. Girls travel from Newport, Telford, Wolverhampton, Shrewsbury, and beyond. This is not a walk-in local school. Journeys of 30-45 minutes are common, meaning transport logistics should be verified before applying. The coach services help significantly, but families with inflexible work schedules should consider whether daily commuting suits their circumstances.
Pace and challenge demand resilience. Academic rigour is genuinely rigorous. Girls who thrived as top students at primary school will encounter true peers for the first time. This levelling is ultimately healthy, girls develop genuine resilience and intellectual humility, but the transition requires emotional adjustment. Families should discuss expectations openly to avoid overconfidence leading to demoralisation.
Curriculum breadth requires genuine decision-making. The absence of option blocks at A-level is liberating, but girls must make thoughtful subject choices aligned to university aspirations. Subject-specific guidance exists, but families should engage actively in option discussions rather than assuming school will navigate choices.
Newport Girls' High School Academy stands among England's highest-performing state grammar schools, combining genuine academic excellence with intentional community building. The 2022 Ofsted Outstanding rating reflects authentic teaching quality, rigorous curriculum, and exceptional pastoral care. Results speak clearly: 76% A-B at GCSE, 78% A*-B at A-level, and 77% to university. Sunday Times ranked the school number 1 in Shropshire and number 9 in the West Midlands for achievement, statistics supporting lived experience of rigorous but supportive education.
The expansion into 22 A-level subjects without option blocks, alongside thriving music, drama, and sports programmes, demonstrates commitment to educating whole girls rather than just test-takers. The house system, extensive clubs, and pastoral investment create belonging alongside achievement. New facilities (opened January 2022) reflect capital investment in learning environments.
Best suited to girls who are academically ambitious, can sustain focus through selective entry, and will benefit from a school where peers share similar academic seriousness. The regional catchment and geographic spread bring diverse perspectives whilst maintaining coherent culture. Parents must accept that selective entry is genuinely competitive and that daily commuting is likely.
The main challenge is securing a place. Once accepted, the education provided is exceptional: ambitious teaching, high expectations, and genuine pastoral care create an environment where girls flourish. This is a school that takes seriously the education of girls in 2026 without apology or compromise.
Yes. Newport Girls' High School was rated Outstanding by Ofsted in November 2022 across all categories including sixth form provision. GCSE results place it 195th in England (top 4%), with 76% achieving grades 7-9 in 2025. A-level results show 78% achieving A*-B. The Sunday Times ranked it number 1 in Shropshire and number 9 in the West Midlands for student achievement in December 2025.
Entry is highly competitive. In recent admissions, 330 applications were received for 117 places, a ratio of 2.82 applications per place. Entrance is via the West Midlands Grammar Schools Test covering English (50%), Mathematics (25%), and Non-Verbal Reasoning (25%). Families should aim for consistent 80%+ in practice tests as a realistic indicator of likely success.
The school offers 22 A-level subjects with no option blocks, meaning girls can combine subjects freely rather than being forced into administrative blocks. This breadth supports diverse university pathways from medicine and engineering to humanities and social sciences. Specific subjects include separate sciences, mathematics with Further Maths option, modern languages, humanities, and creative arts.
New facilities opened in January 2022 including a modern science laboratory, computer suite, dedicated dining room and kitchen, and four additional classrooms. The school has a full drama studio supporting productions, music rehearsal rooms for orchestras and ensembles, sports facilities including courts and fields, and a house-based pastoral system. A refurbished sixth form provides dedicated learning spaces.
Music includes an orchestra, saxophone ensemble, choirs, and various bands. Girls can access individual instrument lessons (woodwind, brass, strings, keyboard). Drama productions involve casts of 50+ girls with orchestral accompaniment, including both classical texts and contemporary work. Performances happen termly with open casting (not audition-only). All musical and dramatic work is central to school life rather than peripheral provision.
In the measurement period, 21 girls applied to Oxford and Cambridge combined, with 3 acceptances (all to Cambridge, none to Oxford). This represents a 14% offer rate and demonstrates that Oxbridge is accessible without being the dominant pathway. Beyond Oxbridge, girls regularly secure places at Russell Group universities including Warwick, Durham, Edinburgh, Bristol, and Imperial College.
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