In 1875, Ada Benson opened Oxford's first dedicated girls' school, sensing that brilliant young women deserved intellectual freedom equal to boys. One hundred and fifty years later, that radical vision has transformed into one of England's most consistently high-achieving independent schools for girls. Oxford High sits in north Oxford's Summertown, a leafy suburb where Victorian and modern buildings share campus space. The school educates 789 girls from ages four to nineteen, spanning a preparatory school, a rigorous senior school, and an innovative sixth form in the recently completed Ada Benson Building. Results place it firmly in the elite tier: 87% of A-level grades achieved A*-B in 2025, with 17% of leavers securing Oxbridge places. The school was rated Excellent in all areas by ISI inspectors in March 2023. For families seeking ambitious academics without boarding complexity, plus a genuinely girls-centred educational philosophy, Oxford High represents the gold standard in independent education in the region.
Arriving at Oxford High, the first impression is of ordered purposefulness tempered by genuine warmth. Girls move between lessons with focus but not tension. Oxford High School GDST in Summertown, Oxford has a distinctive campus and facilities, with traditions that form part of school culture. The school's campus comprises multiple buildings clustered around Belbroughton Road. The Senior School occupies the 1930s red-brick heart of the site, while the Ada Benson Building (opened 2024) provides a striking glass-and-steel sixth form wing where students work in collaborative, open-plan spaces that feel more university than school. The library anchors intellectual life; the two sports halls, bright and modern, emphasise the school's commitment to all girls participating in physical activity regardless of ability.
Marina Gardiner Legge has led Oxford High since January 2021, arriving from Heathfield School where she served as headmistress. Known for strong outcomes, Oxford High School GDST also values breadth; pupils tend to be confident and academically focused. She speaks often of girls finding their voice and acting with purpose. The school's values—curiosity, ambition, scholarly thinking, and integrity—appear in conversations with pupils naturally, not as slogans. Girls describe feeling genuinely listened to. A Year 9 explained that if she had concerns, she could raise them with any staff member or through the school council, which has real influence over policy. This sense of agency differentiates Oxford High from schools where girls feel processed through systems.
The ISI inspection report (2023) highlighted "uniformly excellent attitudes to learning" and noted that pupils "are genuinely excited by learning." Inspectors observed that "the sparkiness, wit and moral courage and integrity of our pupils shines throughout, from Reception through to Sixth Form." That observation rings true in practice. Girls here ask sharp questions, challenge politely when unconvinced, and pursue academic passions with genuine enthusiasm rather than grade-hunting anxiety. The single-sex environment appears to matter. Research cited by the school indicates that girls in all-female settings demonstrate higher confidence in STEM subjects and greater willingness to speak in class without deferring to male peers.
Oxford High's GCSE results rank among the highest in the country. In 2025, 52% of all entries achieved grade 9 (the highest grade); 73% achieved grades 8 or 9 combined. At the A*/A level (grades 9-7), 87% of entries hit these top bands, compared to the England average of 54%. These figures position the school in the elite tier, placing it in the top 2% of schools in England for GCSE performance (FindMySchool ranking).
Locally, Oxford High ranks 2nd among secondary schools in Oxfordshire for GCSE outcomes. The breadth of curriculum offered—from compulsory subjects to specialist options including Mandarin, Classics, and Textiles—means results span traditional and contemporary disciplines. In 2024, additional GCSE entries (pupils taking extra qualifications beyond the core) saw 83% achieving grade 9, reflecting the school's ability to stretch ambitious learners.
At A-level, Oxford High achieves results that rival traditional independent boarding schools. In 2025, 31% of individual A-level grades were A*; 63% achieved A*-A; and 87% hit A*-B. Almost a quarter of pupils (23%) achieved three or more A* grades. These figures sit well above the England average: 87% A*-B compared to 54% in England (FindMySchool data). The school ranks 88th in England for A-level performance, placing it in the top 3% and the national high tier (FindMySchool ranking).
Strength in languages is notable. In 2024, all A-level students studying Computing, French, Russian, and Geography achieved A or A*. Spanish, Italian, German, and Mandarin similarly generate consistently excellent results. STEM remains academically strong: 8 students secured medical school places in 2024; others progressed to study Natural Sciences at Cambridge, biochemistry at Imperial, and physics at top universities. The humanities hold equal standing. Nine of the 17 Oxbridge-bound students in 2024 pursued humanities subjects (English, History, Classics, Human and Social Sciences), bucking the national trend away from these disciplines.
The academic pipeline leads consistently to prestigious universities. In 2024, 17% of sixth form leavers (approximately 8 from a cohort of 48) secured places at Oxford or Cambridge. Beyond Oxbridge, 82% progressed to Russell Group universities including Durham, Warwick, Imperial College, UCL, Edinburgh, and Bristol. The school's destination data indicates strong outcome-university matching. Students who struggled with certain subjects report receiving targeted support rather than pressure; those with genuine ability in rigorous disciplines are challenged to reach for competitive universities.
The GDST alumnae mentoring network provides university guidance extending into first-year support. Six-form students benefit from the OHS Inspires programme, which brings postgraduate mentors into school to extend learning beyond examination syllabuses. This integration of university preparation into sixth-form life reflects confidence in the school's academic culture rather than reliance on external tutoring.
England ranks and key metrics (where available)
A-Level A*-B
87.04%
% of students achieving grades A*-B
GCSE 9–7
87.03%
% of students achieving grades 9-7
Teaching at Oxford High is characterised by high expectations combined with genuine responsiveness to individual learners. Classes are small: sixth form sets typically have 8-12 students; lower school classes range from 12-20. The school operates a mixed-ability model in most subjects until Year 9, when setting begins in core subjects. This approach reflects the school's belief that ability is not fixed and that mixed cohorts benefit from diverse perspectives.
Specialist teaching begins early. From Year 1, girls learn French with a language specialist. Mandarin is compulsory from Year 3, a distinctive feature reflecting the school's global outlook. The rationale is that exposure to non-European languages normalises linguistic diversity and opens cultural horizons. In sciences, separate sciences (Biology, Chemistry, Physics) are taught from Year 7, enabling deeper exploration than combined approaches. Throughout the senior school, the curriculum balances traditional academic rigour with contemporary relevance. History, English, and sciences incorporate current debates and real-world problems. Geography students study sustainable urban design; chemistry examines the chemistry of climate science; history incorporates diverse voices and perspectives.
The ISI report noted "consistent pattern of strong academic attainment, with many pupils attaining results above those expected on entry." This observation reflects genuine progress rather than selective intake alone. The school's value-added data suggests pupils make above-average progress from their starting points, a marker of effective teaching. Staff here are experienced and subject-expert. The school attracts teachers from both independent and state sectors, and retention is high. That continuity of staffing contributes to the close relationships many pupils describe with their teachers.
The sixth form operates under a distinctive "360 Programme," a holistic framework designed to develop what the school terms "resilience and readiness for life beyond school." Beyond A-level study (25 A-level subjects available), the curriculum includes critical thinking, an Extended Research Project (a substantial independent inquiry undertaken in Year 12), and a Perspectives module covering personal development, community engagement, and global awareness. This broadening was deliberate: the school recognised that traditional A-level + university application trajectory, whilst academically strong, left gaps in resilience and real-world competence.
The newly opened Ada Benson Building (named after the school's founder) houses the sixth form and creates a distinct physical identity. The industrial-aesthetic design—exposed ceilings, collaborative learning zones, a student café—reflects the sixth form as a semi-autonomous community. Sixth formers enjoy privileges unavailable to younger pupils: freedom to leave campus at break and lunch, choice of evening activities, roles as mentors and leaders. This progression towards independence is deliberate preparation for university life.
The ISI inspection rated pastoral care as Exceptional, the highest designation available. This reflects not just policies but lived experience. Each girl is assigned a form tutor who sees her daily and tracks academic and emotional wellbeing. Sixth formers receive one-to-one mentoring. The school employs a full-time counsellor available for confidential support. A health centre provides medical first aid and liaison with external health services.
The school's "Life Ready Toolkit," highlighted in the ISI report as award-nominated, equips students with emotional intelligence and practical life skills. Workshops address stress management, resilience, healthy relationships, and online safety. Annually, pupils have time dedicated to explicit wellbeing focus through designated weeks.
The house system (four houses named after ancient Greek goddesses) creates smaller communities within the school. House competitions, social events, and peer mentoring deepen relationships beyond the classroom. House prefects and captains hold genuine responsibility, running activities and supporting younger girls. This structure prevents the largest schools' anonymity while building lasting friendships across year groups.
For neurodivergent and additional learning needs, a specialist Learning Support Department operates independently. Trained staff offer one-to-one tuition, assessments for access arrangements, and strategy coaching in time management and organisation. The school reports inclusive attitudes across the student body, with neurodiverse pupils reporting feeling supported rather than othered.
With over 100 clubs running each term, co-curricular life is exceptionally rich. Clubs Fair at the start of each academic year introduces pupils to activities; many are student-led, with sixth formers enthusiastically leading younger girls into new interests. Rather than generic activity lists, Oxford High names specific clubs with distinctive character.
Music is foundational. All pupils in the prep school learn an instrument during class; from Year 3, at least half take additional instrumental lessons. The orchestra, chapel choir, and smaller ensembles (chamber groups, jazz ensemble) perform regularly. The music department operates a specialist programme in composition and music technology. Student composers create original work; technology students record, produce, and engineer pieces. The school holds the Beacon School status for beekeeping, reflecting environmental commitment, and this philosophy extends to music sustainability—the department prioritises repertoire reflecting diverse cultures and contemporary voices.
Drama is central to school culture. Major productions occur in the sixth form (the Ada Benson Building has a dedicated theatre space) and senior school. Students also create devised work, exploring contemporary issues through movement and performance. Technical theatre is taken seriously: the Technical Theatre Club trains students in lighting design, sound engineering, and set construction. This investment means productions feel professional without losing the spontaneity of youth theatre.
STEM engagement extends well beyond curriculum. The Coding Club teaches Python and website design. The Dissection Society, mentioned explicitly as part of the sixth-form enrichment, explores advanced biological concepts through detailed anatomical study. A robotics contingent (referenced as school engagement with technology challenges) allows students to design and build autonomous systems. These clubs attract girls who might otherwise dismiss STEM as "not for them"; peer leadership by female sixth formers in computing and physics normalises girls' presence in technical spaces.
The school operates two sports halls, a swimming pool, and extensive outdoor pitches shared across the expanded campus. Sport is compulsory through Year 9, though team selection is inclusive; the aim is participation across ability levels, not elite pathways alone. Netball, hockey, football, badminton, tennis, cricket, and athletics form the core. Some girls represent school at county level; many play purely for enjoyment and fitness. An inter-house athletics competition generates enthusiasm across age groups.
A Debating Society trains speakers for formal competitions. The school magazine offers creative writing outlet. A Politics Club engages with current affairs; in 2024, sixth form politics students organised a virtual national conference on "UK Policy and the EU," attracting 5,000 attendees and featuring distinguished external speakers. An Archaeology Club (founded by a Year 13 student) explores classical sites; in 2024, students on the archaeology field trip to Italy conducted actual research in significant sites. The School Council wields real influence, not token representation; students report that council suggestions lead to policy change.
The Biodiversity Club reflects the school's environmental commitment and the Beacon beekeeping status. The Textiles Club, Technical Theatre Club, and Inside Out (LGBTQ+ support group, student-led) provide spaces for specific passions and identities. A Taylor Swift Club reflects contemporary culture; a Mandarin Culture Club connects language learning to lived experience. The Wellbeing Club and Chill & Chat Drop-in offer peer support spaces.
The school runs the Duke of Edinburgh Award from Bronze through Gold. Expeditions are well-organised, with leadership development integrated throughout.
Fees data coming soon.
Entry is available at Reception (age 4), Year 3 (age 7/8), Year 7 (age 11), Year 9 (age 13), and Year 12 (age 16).
Prep and Pre-Prep (Reception to Year 6): Registration is typically online. Assessment involves observed group activities exploring early learning experiences, interactions, and learning potential. The school seeks girls who are curious, collaborative, and ready to engage with challenge—not necessarily those with formal pre-reading skills.
Year 7 Entry (11+): Girls sit English and mathematics assessments (plus reasoning). The school reviews school reports and conducts interviews exploring motivation, interests, and character. Interview panels include current sixth formers, reflecting the school's belief in student voice in admissions.
Year 9 Entry (13+): A pre-test entry route (conducted in Year 8) offers early indication of likely success; formal entry examinations occur in January of Year 9, with results released in February. Entrance tests cover English, Mathematics, and the prospective subjects. The school requires strong prior achievement; entrance is selective but not academically gruelling.
Year 12 (Sixth Form) Entry: A-level suitability is determined by GCSE performance and predicted grades. Internal progression from the senior school is not automatic; girls must meet the sixth form entry requirements (typically grades 6-7 at GCSE in subjects continued to A-level).
The school is consistently oversubscribed, particularly at 11+ and 13+ entry. In Year 7, typically 4-5 applications compete for each place. Early registration is strongly advised. Open events occur in October and November annually (21 January 2026 for Senior School; 26 February 2026 for Reception/Prep).
For the 2025-26 academic year (fees inclusive of VAT):
Reception: £4,387 per term
Years 1-2: £5,154 per term
Years 3-4: £5,885 per term
Years 5-6: £5,943 per term
Years 7-11: £7,839 per term
Years 12-13: £7,839 per term
Annual costs for Day School (Years 7-11) approximate £23,517 per year for tuition, plus exam fees (typically £400-600 in Year 11, £350-500 for A-levels) and lunches (£384 per term in secondary). The school includes textbooks and curriculum-based non-residential trips in fees; residential trips and overseas expeditions are additional costs.
The school offers means-tested bursaries covering 30% to 100% of fees, assessed by the GDST's Fees Office based on parental income and assets. Recipients of bursaries of 50% or above receive exam fee remission. Full bursary recipients also receive assistance with uniform, lunches, and travel costs. The school commits to widening access; through the 150 Appeal (launched for the school's anniversary), the school is fundraising specifically to expand bursary provision.
Scholarships are available at 11+, 13+, and 16+ entry, awarded for academic excellence, music, drama, art, and sport. Academic and Head's Scholarships are merit-based, awarded to girls excelling in entrance assessments. Music and arts scholarships typically cover 10-25% of fees; specialist talent is celebrated and supported through reduced costs and additional resources.
School Day: 8:50am to 3:20pm (senior school); younger pupils dismissed 3:10pm. Sixth formers have some timetable flexibility, with free periods built in.
Wraparound Care: Before-school care from 7:45am and after-school care until 6:00pm available. Holiday clubs operate during main school breaks, providing continuity for working families.
Transport: The school is accessible by bus from across north Oxford and beyond; most pupils travel by bus or car. Limited on-site parking exists; the school encourages public transport and walking where feasible.
Facilities: Two sports halls, outdoor pitches, swimming pool, specialist science labs, art studios, ceramics kiln, music teaching spaces, a dedicated drama theatre in the Ada Benson Building, and extensive library facilities. The Deirdre bust (by sculptor Jacob Epstein) presides over the central courtyard, a Grade II-listed addition that anchors the school's aesthetic identity.
Entrance Selectivity: The school is oversubscribed at multiple entry points. Girls should want to attend Oxford High genuinely; parents should not view it as a guaranteed pathway even with strong prior achievement. Entrance examinations are rigorous, particularly at 13+.
Girls-Only Schooling: While substantial research supports single-sex education for girls (particularly in STEM), it is a significant choice. Girls who have been in mixed settings throughout primary should be comfortable with all-female peer groups. The school explicitly addresses this in transition support.
Fee Level: At nearly £24,000 per year for day school, Oxford High sits in the upper-middle tier of independent school fees. While bursaries are substantial, families must verify affordability. The school is transparent about costs; parents should factor in uniform, school trips, music lessons, and co-curricular extras when estimating total outlay.
Academic Pressure: The school's high-achieving culture and competitive entrance mean that pupils face real academic challenge. Girls who prefer lower-pressure environments or struggle with exam focus should consider whether Oxford High's intensity aligns with their temperament. The school's robust pastoral care mitigates excessive stress, but the fundamental academic expectation remains high.
Oxford High School sits firmly in the elite tier of independent schools in England, combining consistent academic excellence with genuine care for individual wellbeing and character development. The 150-year heritage of girls' education expertise creates a community where ambition is celebrated, authenticity is valued, and girls are trusted to lead. The newly renovated sixth form and continual investment in facilities signal institutional confidence. For families seeking an academically ambitious all-girls education in an urban setting without boarding complexity, Oxford High represents the gold standard regionally. The main barriers are selectivity at entry and cost. For those who gain a place and can manage fees, the school delivers on its promise: girls graduate as confident, curious, intellectually engaged young women ready for university and beyond. The ISI inspection phrase captured it perfectly: girls here are "fearless, inspired by their peers, and looking to the future with hope, vision and integrity."
Absolutely. ISI inspectors rated it Excellent in all areas in 2023. Academic results place it in the top 2% in England for GCSE and top 3% for A-levels. 17% of sixth formers secured Oxbridge places in 2024; 82% progressed to Russell Group universities. Beyond academics, the school was specifically noted as Exceptional in pastoral care. The school won Independent Girls' School of the Year in 2024. By any objective measure, Oxford High is among England's best independent schools for girls.
For 2025-26, termly tuition fees are: Reception £4,387; Years 1-2 £5,154; Years 3-4 £5,885; Years 5-6 £5,943; Years 7-11 £7,839; Years 12-13 £7,839. Annual costs for senior school approximate £23,517 plus £1,152 for lunches and exam fees ranging from £400-600. Means-tested bursaries cover 30-100% of fees; scholars receive 10-25% reduction.
Highly competitive. The school receives 4-5 applications for each Year 7 place. Year 9 entry is similarly selective. Pre-tests in Year 8 gauge likely success. Internal progression from senior to sixth form requires GCSE grades 6-7 minimum in continued subjects. The school seeks girls with strong achievement, curiosity, and character; excellence across all three domains is expected.
Over 100 clubs run termly, many student-led. Named options include the Debating Society, Dissection Society, Biodiversity Club, Robotics, Coding Club, Technical Theatre Club, Drama productions, Music ensembles, Archaeology Club, Inside Out, Mandarin Culture Club, and Taylor Swift Club. Sports include netball, hockey, football, tennis, badminton, cricket, athletics, and swimming. Duke of Edinburgh runs through Gold level. The breadth ensures girls find genuine passions alongside academics.
Yes. All prep pupils learn an instrument in class; from Year 3, many take additional lessons. The orchestra, chapel choir, and smaller ensembles perform regularly. The school has specialist music technology and composition provision. A-level music is offered. The music department operates with genuine excellence, not token provision; girls here make real musical progress and perform in professional-standard productions.
The sixth form occupies the new Ada Benson Building, a striking modern space separate from the main school. It operates the 360 Programme, combining A-level study (25 subjects available) with critical thinking, an Extended Research Project, and Perspectives modules covering personal, community, and global awareness. Girls enjoy greater autonomy—freedom to leave campus, choice of evening activities—preparing them for university independence. Academic standards remain high; university destinations reflect this excellence.
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