Royal Masonic School for Girls Review 2026: Excellence Without Pressure

On 14 May 1788, Bartholomew Ruspini and nine fellow Freemasons gathered at the Freemasons' Tavern in Great Queen Street to create something enduring: a school for the daughters of Masons struggling with poverty and hardship. Nearly two and a half centuries later, that founding mission of care and opportunity has transformed into one of the most distinctive independent schools in the south of England. Today, Royal Masonic School for Girls occupies 300 acres of rolling parkland in Rickmansworth, Hertfordshire, just 30 minutes by train from Central London. The school educates around 960 girls from age 2 to 18, alongside boys in the nursery, and maintains a remarkable ethos: academic ambition combined with freedom from relentless pressure.

The latest available ISI inspection report is dated 25 May 2022. A regulatory compliance inspection in May 2022 found full compliance with all standards, with no recommendations for improvement, an outcome achieved by only 20% of independent schools. Performance data reflects genuine academic strength. At GCSE in 2025, 54% of entries earned grades 9-7, matching the England average of 54%, while 36% achieved the very top grades of 9-8. At A-level, 85% earned A*-B, well above the England average of 47%. The school ranks 357th in England for GCSE outcomes (FindMySchool ranking), placing it in the top 8%, and 158th for A-level (top 6%), with the same ranking for combined GCSE-A-level performance. In 2024, 81% of sixth form leavers progressed to university; Cambridge received at least one student from a cohort of six Oxbridge applicants.

What sets RMS apart is not relentless academic pursuit but rather genuine learning culture focused on each girl's individual development. Parents consistently mention this philosophy: learning without undue pressure, where girls are challenged to do their best, not forced into comparison with others.

Step through the gates and the scale of the campus immediately strikes you. The red-brick buildings with art deco features, designed by architect John Leopold Denman, date largely to the 1930s, with the junior school joining from Weybridge in 1973. The school occupies its own world, with quadrangles, walking paths through woodland, and vistas that would inspire postcard photographers. The chapel, with its acoustically magnificent interior, houses carved altar rails installed in 1962 and designed by Denman himself. The Dining Hall features wood-panelled walls and murals painted in the 1940s, including one series depicting food in its natural state: lambs in fields, fish in rivers, wheat in crops.

The atmosphere reflects the school's genesis as a charity. Despite its professional polish and financial stability, there is an absence of the sharp competitiveness found in some prestigious independent schools. Girls describe genuine friendships across year groups. Older pupils naturally mentor younger ones. The focus on each girl's individual pathway, rather than a single track to elite university places, creates space for creativity and exploration. The school's motto, Circumornatae ut similitudo templi (That our daughters may be as the polished corners of the temple), appears throughout but feels lived rather than merely inscribed.

Leadership matters greatly. Following Rachel Bailey's departure to become Headmistress of Benenden School in September 2024, the school has appointed new senior leadership to maintain momentum. The school's commitment to pastoral care runs deep; counselling services, peer support networks, and staff attentiveness to individual wellbeing are not afterthoughts but central to daily life.

The boarding community, though representing only part of the population (around 40% from overseas, plus weekly and flexi boarders from across the UK), colours the entire school culture. The presence of girls living away from home creates a sense of collective responsibility and mutual support that day schools sometimes lack. Three boarding houses, distributed by age and split across the campus, function as genuine homes. Exeats occur roughly every three weeks, allowing weekend visits for those who wish to go home.

GCSE Results

At GCSE, the 2025 examination cycle showed 54% of entries at grades 9-7. This figure, matching the England average precisely, tells an important story: RMS is not a school that sacrifices breadth for elite outcomes. Instead, it educates girls of genuinely varied abilities and dispositions. 25% of GCSE entries landed at the very top grades of 9-8. In raw terms, this places performance in line with England's strongest schools, yet the school itself prioritises outcomes without creating a pressure-cooker environment. The pass rate (grade 4 and above) reached 94%, with 86% achieving grade 5 or above, indicators of solid progression into sixth form studies.

The school ranks 357th in England for GCSE outcomes (FindMySchool ranking), placing it comfortably within the top 8% and top 1% locally in Rickmansworth. Among year groups, roughly 80% of pupils progress internally to the sixth form; the remainder typically transfer to selective state grammar schools or other independent institutions. This 80:20 split reflects natural transition and family choice rather than filtering based on performance.

A-Level Performance

Sixth form results demonstrate where academic rigour truly emerges. In 2024, 85% of A-level entries earned A*-B grades, compared to the England average of 47%. At the top end, 21% achieved A* and 32% achieved A. The school offers 30 A-level subjects, including less common options such as Classical Greek, Russian, Further Mathematics, and History of Art. Students can specialise or pursue broad programmes; the curriculum adapts to individual ambition. This breadth of choice, combined with strong outcomes, suggests teaching of genuine depth rather than narrow exam technique.

The school ranks 158th in England for A-level performance (FindMySchool ranking), placing it in the top 6% and first locally. This combined ranking (158th for both GCSE and A-level performance) reflects consistency: girls who perform well at GCSE generally build upon that success in the sixth form, and strong teaching across both stages creates sustained progress.

The curriculum follows a traditional structure in the lower school, with core subjects taught separately. From Year 7 onwards, English, mathematics, and separate sciences (biology, chemistry, physics) are compulsory. Modern languages include French and Spanish, with Mandarin and Latin available from Year 8. Setting in mathematics and some other subjects begins in Year 4, allowing targeted teaching without rigid streaming.

Upper school teaching emphasises independent learning, essay writing, analytical thinking, and sustained engagement with complex texts and ideas. Teachers are subject specialists with genuine knowledge and passion for their disciplines. Class sizes average 14 in lower school and smaller for A-level sets, enabling individual feedback and close relationships. The school uses rigorous but fair assessment frameworks, with regular progress monitoring. First-term Year 7 pupils undergo a literacy-screening programme assessing spelling, comprehension, and word recognition; those needing support access specialist sessions with the learning support team.

The school recognises that all pupils need additional help at some point. The approach is inclusive rather than gatekeeping: subject teachers, form tutors, and specialist staff collaborate. Pupils with dyslexia, dyscalculia, or other specific learning differences receive targeted support alongside mainstream teaching. The school has moved away from withdrawal-based models towards in-class support where possible, fostering integration rather than separation.

English as an Additional Language (EAL) provision supports the significant cohort of international boarders, many from China, Hong Kong, and other non-English speaking countries. EAL staff work closely with subject departments to scaffold language development while ensuring academic progress.

University Destinations

In 2024, 81% of sixth form leavers progressed to university, with 4% beginning apprenticeships and 3% moving directly into employment. Beyond these headline figures, the data reveals strong progression to selective universities. At least one student secured a Cambridge place from a small cohort of six Oxbridge applicants, indicating meaningful engagement with the most competitive admissions processes. Multiple students in recent years have secured places at Russell Group universities including UCL, Durham, Edinburgh, and Exeter, alongside other strong destinations.

Medical and veterinary sciences attract significant numbers; the school routinely places 10-15 pupils annually in medicine. Other popular subjects include natural sciences, engineering, law, humanities, and arts. The school's broad curriculum and focus on genuine intellectual exploration, rather than vocational narrowness, means leavers pursue genuinely diverse paths: conservation, neuroscience, engineering, fine art, business, and psychology appear equally among recent cohorts.

The university progression is not accompanied by heavy-handed guidance or pressure towards narrow career paths. Instead, the sixth form Futures programme (part of the school's dedicated Futures provision) helps girls explore options through work experience, university visits, alumni mentoring, and external speakers. The Sixth Form Centre, Hind House, opened in 2012 and includes contemporary study spaces, a café, and dedicated meeting rooms where pupils develop presentation and chairmanship skills.

The school offers over 100 clubs and societies, a figure that would be meaningless were they not genuinely active and pupil-driven. The co-curricular programme is arguably one of RMS's defining strengths, recognised by parents as "second to none" in quality and breadth. Clubs cover music, drama, STEM, sport, outdoor adventure, cultural exploration, and niche interests. The range includes named ensembles such as the Chapel Choir (which tours), the Symphony Orchestra, and smaller chamber groups. Drama productions involve full orchestras and 70+ cast members; recent years have featured fully staged productions with professional-standard lighting and sound.

Music: A Defining Strength

Music occupies a central position in school life, not as an elite specialism but as something accessible and celebratory. The Chapel Choir tours annually and has visited international venues. The Symphony Orchestra, comprising 60+ players, performs at major school events. Jazz Cats, the school's jazz ensemble, regularly performs at lunch-time recitals and evening concerts. Smaller ensembles include string groups, wind bands, and vocal groups. The school runs termly music competitions, and Prize Day features the traditional Duos and Trios: six pianos in a row, played simultaneously by either pairs or groups of three girls, showcasing young pianists' skill and coordination. The School Drill, a unique RMS tradition performed three times yearly, features 180 girls moving in synchronised formations to live piano music, creating intricate Masonic symbols; the performance demands precision, positioning, and collective pride.

Approximately 40% of pupils learn an instrument. The school employs visiting specialists covering strings, woodwind, brass, percussion, piano, and voice. Practice rooms dot the campus. The newly refurbished Mark Hall provides dedicated music teaching and rehearsal space. The Chapel, with its acoustic properties, serves as a concert venue and performance space that rivals many dedicated concert halls.

Drama and Performing Arts

The school produces full-scale dramatic productions at both senior and sixth form level, often involving 60+ pupils on stage and a live orchestra in the pit. Recent productions have included Aladdin, with professional-standard sets, lighting, and direction. Drama is offered both as a GCSE subject and A-level option; uptake remains strong, suggesting both quality teaching and inclusive culture that values theatrical ambition regardless of background. The Black Box studio provides a flexible performance and rehearsal space for experimental work and student-directed pieces. Drama students undertake technical courses, design modules, and directing assignments alongside performance training.

STEM and Technology

Science teaching benefits from modern laboratories and equipment. Separate sciences (biology, chemistry, physics) are taught from Year 7, with dedicated specialist teachers for each discipline. The school runs STEM clubs including robotics (teams compete in national competitions such as Greenpower), coding clubs, and astronomy groups. Senior pupils undertake the Duke of Edinburgh Award scheme, with many reaching Gold level, involving multi-day expeditions and sustained personal challenges. The school boasts an observatory and ongoing engagement with scientific research; pupils access university-standard equipment and mentoring from external scientists.

Sport: Rowing and Beyond

Sport is compulsory until Year 9, thereafter elective but enthusiastically pursued by the majority. Teams at RMS compete at elite levels whilst the culture remains broadly inclusive; sporting prestige does not translate to social hierarchy. Rowing occupies a prestigious position: the school has access to boat club facilities on the River Thames, with teams competing in national regattas and achieving recognition at county and regional levels. Badminton, fencing, shooting, and horse riding appear as named team sports, with facilities on campus supporting equestrian activities. Hockey and netball field strong teams. Tennis courts, squash courts, an indoor sports complex with gymnasium and studios, astroturf pitches, grass fields, and a swimming pool support diverse sporting pursuits. The school explicitly states that "being in the A team is not required for social kudos," a cultural statement that translates into genuine inclusion: girls participate in sport for enjoyment, fitness, and team belonging rather than solely for competitive standing.

Additional Interests

The Army Cadet Force operates a dedicated detachment at the school, attracting interested pupils from Year 9 upwards. Cadets gain qualifications including St John's Ambulance First Aid, BTEC in public services, and leadership awards. in England selected cadets have participated in expeditions to South Africa and Lesotho. The Duke of Edinburgh Award runs at all levels (Bronze, Silver, Gold), with Gold participants undertaking substantial multi-day expeditions. Debating, Model United Nations, and public speaking groups flourish. The Young Enterprise scheme allows entrepreneurially inclined pupils to start and run small businesses. Photography, art, creative writing, and literary magazines provide outlets for creative expression. Cultural clubs celebrate diverse heritages represented in the school population. Gardening clubs, environmental initiatives, and outdoor exploration groups reflect the campus's beautiful natural setting.

The mini-fair system showcases clubs at the start of each term, with pupils marketing their activities and encouraging participation. This generates genuine demand rather than top-down imposition; clubs emerge organically and dissolve naturally if interest wanes.

Day pupils in the senior school (Years 7-8) pay £6,590 per term (approximately £19,770 annually) as of 2024-25; fees are modestly higher for Years 9-11 at £6,620 per term (£19,860 annually) and highest for sixth form at £6,685 per term (£20,055 annually). Weekly boarding adds substantial cost at £10,815 per term (£32,445 annually), while full boarding is £11,730 per term (£35,190 annually). Prep school (Reception through Year 6) ranges from £4,080 per term for Reception to £5,105 per term for Years 3-6. Fees are payable termly in advance, though parents may opt for monthly direct debit payment to spread costs.

The school offers scholarships in Year 7 and Year 12, available in academic, music, sport, art, all-rounder, and drama categories. Scholarships provide up to 25% fee remission and carry prestige and leadership opportunities within their specialism. Critically, scholarships are not means-tested; they recognise merit and potential.

Means-tested bursaries are available to families whose household circumstances would otherwise prevent access. The Cadogan Rose Bursary, established to honour former Headmistress Diana Rose's tenure (2002-2016), specifically supports deserving pupils. Bursaries can provide substantial financial assistance, including full fee remission. The school's charitable ethos, rooted in its 1788 origins, remains reflected in its commitment to widen access. Unlike many independent schools, RMS does not maintain a separate endowment exclusively for financial aid; bursary support is financed directly from school income, indicating genuine budgetary commitment. Sibling discounts and forces discounts are available. The school also offers assisted boarding places for disadvantaged children, a distinction that sets it apart in the boarding school marketplace.

As an independent school, RMS receives no state funding. Capital spending is underpinned by a Masonic endowment, and the school holds the site on a tenancy rather than owning it outright — an arrangement framed as protecting the long‑term charitable mission.

Entry points occur at Reception (age 4), Year 3 (age 7), Year 7 (age 11), Year 9 (age 13), and Year 12 (age 16). The school operates on a continuous admissions basis; places are not exclusively offered at single annual entry points, though bulk entries do occur at the above key stages.

Registration for Year 7 entry, the largest and most competitive point, typically opens in September of Year 5, with examinations held in January and offers released by March. The school uses entrance examinations in English and mathematics (and reasoning for some candidates) alongside school reports and a trial day or interview. For Year 12 sixth form entry, minimum GCSE requirements are typically four GCSEs at grade 5 or above, with specific subject requirements for A-level study. International candidates are assessed for English language proficiency; sixth form entrants are expected to achieve IELTS Level 6 or GCSE/IGCSE Grade C in English.

The school is not highly selective relative to some London day schools; the phrase "relatively wide range of ability" appears in parent guides. Girls with learning differences, including dyslexia and dyscalculia, are admitted provided the school's support capacity allows. The school assesses each application individually, considering academic potential, personal qualities, and fit with the school's ethos rather than applying crude thresholds.

Late entry is possible year-round if spaces arise. The school's policy of continuous availability, combined with fair assessment and commitment to inclusion, reflects its origins as a school designed to widen access, not narrow it.

Pastoral care structures are carefully designed. Form tutors remain constant, building genuine relationships and acting as advocates for pupils' wellbeing. Senior staff (Year Heads and Heads of House for boarders) coordinate broader pastoral oversight. The school employs trained counsellors; access is confidential and non-stigmatising. Peer support schemes empower senior pupils to mentor younger ones, creating vertical integration beyond traditional friendship groups.

Bullying prevention is explicit. The school operates clear anti-bullying and anti-cyberbullying policies with staff training, pupil education, and robust response procedures. External reviews regularly assess safeguarding compliance. The school has achieved recognition for its approach to supporting pupils with social, emotional, and mental health needs.

For boarders, house systems are designed to create "home away from home" environments. Housemistresses (residential staff) and their families live in boarding houses, ensuring 24/7 presence and informal support. Regular contact with parents is encouraged; boarding pupils access pastoral support both formally (through counselling services) and informally (through house staff familiarity with individual pupils' needs and adjustment).

The culture, reported by parents, is notably free from entitlement despite the school's fee status. Girls are expected to take responsibility for their choices, care for their environment, and contribute to collective life. The award of the Ashlar, a silver badge achievable by Year 11, recognises contributions to school life, personal responsibility, and concern for others. The award is prestigious within the school community, reflecting values of character alongside academic achievement.

The school day typically runs from 8:50am to 3:20pm for day pupils. Prep school hours are slightly shorter. Boarders follow a structured day beginning with breakfast and concluding with evening study or activities. The school operates three terms annually, with holidays aligned to the standard English school calendar.

Transport is facilitated through an extensive coach network serving the greater London and Hertfordshire region. Rickmansworth station, served by the Metropolitan Line, is walkable from the school, enabling convenient travel to Central London. The M25 is approximately half a mile away, supporting families driving from further afield. The school provides breakfast club and after-school club provision for parents requiring wraparound care, with extended hours until 6pm for after-school club.

Uniform is required for younger pupils and sixth form sixth formers; pupils in the senior school can follow a dress code offering greater personal choice. Mobile devices are not permitted during the school day for pupils in Years 7-11; devices are stored in Yondr pouches at entry and retrieved at exit. Sixth formers can use phones within Hind House (the dedicated sixth form centre), recognising the need to balance digital access with focused learning.

Boarding context. While day pupils form the majority, the significant boarding population (especially international boarders) shapes school culture, discipline, and weekend rhythms. For day families without boarding experience, this might require adjustment.

School size. With nearly 1,000 pupils across four sections (nursery, prep, senior, sixth form), the school is substantial. Some families prefer smaller, more intimate institutions. The longest teaching corridor in Britain is a point of pride but also reflects institutional scale.

Location. Rickmansworth, whilst served by the Metropolitan Line, is not central London. For families in the capital's core, commutes can exceed 45 minutes. Conversely, this semi-rural setting offers 300 acres of space unavailable in central locations.

Competitive entry at key points. Whilst the school is inclusive relative to highly selective schools, Year 7 entry is competitive and becoming increasingly popular. Early registration is advised.

Royal Masonic School for Girls delivers genuine academic excellence without the pressure-cooker intensity of some top independent schools. The 2017 ISI rating of "excellent" across all areas, combined with strong GCSE and A-level outcomes, places it among England's highest-performing schools (FindMySchool ranking: 357th for GCSE, 158th for A-level). Yet the defining characteristic is not exam results per se, but the quality of learning culture: girls are encouraged to do their best, not to compete relentlessly or conform to narrow definitions of success. The school's Masonic roots, originally established to educate girls whose families had fallen on hard times, remain embedded in its refusal to be purely selective or elitist.

The facilities are outstanding. The pastoral care is demonstrably strong. The extracurricular programme, with over 100 clubs and societies, offers genuine exploration. Boarding, for families seeking stability and continuity of care, provides exceptional value relative to competitor schools. Fees, while substantial, are justifiable given the breadth and quality of provision.

Best suited to girls thriving in an academically rigorous but personally supportive environment, where individual development matters as much as collective standing. Families seeking a school without pretension, where girls of varying abilities feel genuinely valued, will find RMS distinctive. Those prioritising pressure-driven excellence or ultra-selective filtering should consider alternatives. For the majority of families seeking independent education with integrity, excellent teaching, and space for young women to develop as whole people, RMS merits serious consideration.