Skipton Girls' High School Review 2026: A Selective Grammar School Leading in STEM

In 1886, when the Petyt Trust founded Skipton Girls' Endowed School, the founders promised local families "an education equal to the also boys' grammar school" at a price they could afford. Nearly 140 years later, that commitment endures. Today's Skipton Girls' High School, nestled in the market town of Skipton in North Yorkshire, continues to deliver academic excellence without compromise, ranking in the top 10% of schools in England for GCSE results (FindMySchool ranking). With 880 students across Years 7–13, this all-girls selective grammar school has earned particular recognition as the first all-girls institution to achieve specialist status in engineering, a designation it has held since 2003. Under the leadership of Ms Martha Featherstone, who joined as head teacher in 2022, the school combines rigorous academic teaching with a distinctive culture of student voice and multi-subject enrichment.

At morning drop-off, you sense a school secure in its purpose. Girls move with quiet confidence between lessons. Staff greet students by name. The atmosphere is purposeful but unhurried, the kind that suggests genuine investment in individual growth rather than mere exam factory pressures.

Ms Featherstone leads a school that positions itself as academically ambitious without being narrowly focused. She has worked across diverse secondary contexts, including places like inner-city Bradford (noted), bringing a perspective beyond privilege. Her appointment signals continuity with care; Mrs McMillan, deputy head and a fixture for over 30 years, embodies the school's institutional memory and commitment to safeguarding the wellbeing of every student.

The house system anchors daily life. Rather than the traditional hierarchical single-year groupings, Skipton operates a vertical tutor system where students from Years 7–13 sit together in groups of around 24, with sixth formers naturally mentoring younger cohorts. Houses bear the names of pioneering women: Brontë, Curie, Franklin, and Johnson, each with their own house colours and competitive calendars for sport, music, arts, and academic achievement. This integration of ages fosters genuine mentorship and responsibility. Sixth formers lead the school, literally. Year 13 students serve as House Heads, Deputy Heads of House, and Head Girls, while Year 12 pupils form the Student Executive, working directly with the Senior Leadership Team to shape policy based on peer feedback. Leadership opportunity here is not ceremonial; it is embedded into the school's functioning.

Behaviour stands out. The 2022 Ofsted inspection awarded the school Outstanding for behaviour and attitudes, noting that pupils are polite, courteous, and articulate. Staff cultivate a kind and respectful learning environment where bullying is neither tolerated nor normalised. The school maintains a strong safeguarding culture, with each student having access to trusted adults with whom they can discuss concerns. The positive atmosphere is tangible, not anxiety-driven or overly competitive, but genuinely supportive.

GCSE Outcomes

Skipton delivered strong GCSE results in 2024, with 48% of entries graded at A*-A (grades 9–7), well above the England average of approximately 46%. The school achieved an Attainment 8 score of 66.9, indicating consistent strength across the standard suite of eight qualifications. Progress 8 of +0.45 demonstrates that pupils make above-average progress relative to their starting points when comparing prior attainment to final outcomes. The school ranks 460th in England for GCSE performance (FindMySchool ranking), placing it comfortably in the top 10% of schools and 2nd locally among selective state schools in the area.

The curriculum breadth means pupils sit English, mathematics, sciences, and languages as core subjects, with choice in humanities and options. The English Baccalaureate entry rate of approximately 61% reflects the emphasis on traditional academic subjects. Strong results in English and art suggest effective implementation of the curriculum in these areas, though the Ofsted report flagged inconsistency in other subjects, particularly mathematics and geography, where teaching sometimes fails to secure deep conceptual understanding beyond examination requirements.

A-Level and Sixth Form Outcomes

Sixth form results underline the school's reputation for academic rigour. In 2024, 60% of A-level grades achieved A*–B, and in 2022, the pass rate stood at 100% (grades A*–E) with 72% at A*–B. These figures place Skipton in the top 25% in England for A-level provision (FindMySchool ranking), a position sustained across consecutive cohorts. The Extended Project Qualification, available alongside A-levels, supports university preparation and independent research.

University progression reflects academic strength. In the 2023–24 leavers' cohort, 69% progressed directly to university, with 35% of students (2022 data) entering Russell Group institutions. Beyond Oxbridge, pupils regularly secure places at Imperial College, Durham, Edinburgh, and Bristol, universities that reflect both academic selectivity and breadth of study. Three students secured Cambridge places in 2022; two gained Oxford offers in the same cycle, with combined Oxbridge applications numbering 15 across the measurement period. The school ranks 407th in England for Oxbridge success (FindMySchool ranking), a respectable position for a state school.

Teachers here are subject experts, not generalists. Staff turnover is low; many have been at Skipton for decades, and newer colleagues are inducted into a culture that values depth of subject knowledge. The school particularly shines in delivering rigorous teaching within structured lesson frameworks. Pupils describe lessons as organised and purposeful, with clear expectations for progress.

Curriculum enrichment extends beyond the classroom. Students engage with work experience schemes, pursue Duke of Edinburgh awards at Bronze, Silver, and Gold levels, and can participate in summer schools and university partnership projects coordinated with higher education institutions. An accelerated curriculum exists for gifted and talented pupils, ensuring stretch for those capable of exceeding standard expectations. The school also runs regular university application workshops and career guidance sessions throughout the sixth form.

The ambitious curriculum is deliberately broad, encompassing STEM, humanities, languages, and arts. However, the Ofsted report noted important variation in implementation. Teaching in English and art reflects strong conceptual scaffolding; mathematics and geography require attention to ensure pupils understand beyond surface-level exam technique. The school acknowledges this and has made curriculum development a priority under current leadership.

Post-16 progression is predominantly university-focused. Of the 2023–24 leavers, 69% progressed to degree-level study, with others entering further education (6%), apprenticeships (4%), or employment (13%). The sixth form is genuinely comprehensive despite selective Year 7 entry; approximately 25% of sixth form cohort joins from outside Skipton, coming from over 20 different secondary schools across North Yorkshire, Bradford, and Lancashire. No entrance examination is required for sixth form entry; admission is based on GCSE performance.

Beyond academia, some students depart post-GCSE to pursue specialist pathways. Approximately 20% leave after Year 11, often to specialist art or sport colleges, or to take music scholarships at neighbouring independent schools. The school manages these transitions supportively.

This section represents Skipton's true character. The school runs an extensive enrichment programme genuinely accessible to all, not merely competitive elite tracks.

STEM and Engineering Excellence

As an engineering specialist school and one of the few state schools holding this designation, Skipton builds on this identity throughout the curriculum and extracurricular landscape. The school runs multiple robotics and engineering clubs including hands-on building societies focused on design challenges and problem-solving. Computing is strong; coding clubs and programming societies meet regularly, with some students achieving national recognition in technology competitions. The Rolls Royce Outward Bound partnership brings industry mentorship into school life, exposing girls to engineering careers from Year 7 onwards. STEM careers fairs and university subject talks ensure students understand progression pathways in science, technology, and mathematics.

Music: A Flourishing Programme

Music is genuinely central. Approximately 8% of students receive instrument tuition in school, with many more studying externally to diploma standard. The school fields multiple ensembles: a junior choir, senior choir, chamber choir, string group, wind group, ukulele ensemble, full orchestra, and jazz band. These are not token offerings; students perform at whole-school assemblies, Christmas events, and external venues. The commitment to music education mirrors the attention given to sport and drama, signalling that cultural participation matters equally to athletic achievement.

Drama and Performing Arts

The school runs full-scale drama productions annually, with recent years seeing substantial productions in the school's three performance venues. Cast sizes indicate professional-grade ambition: shows involve not just starring roles but substantial choruses and technical crews. Students participate in school gatherings and performances beyond formal shows, building communication confidence. Some girls go on to take up drama scholarships or pursue performing arts at university.

Sport and Physical Activity

Most sports occur off-site at a nearby sports facility accessible by short bus journey during the school day. This arrangement, while occasionally logistically complex, provides excellent facilities that the school might not sustain single-handedly. Netball, volleyball, athletics, cross-country running, and badminton feature prominently. Students compete at county and national levels in several sports, earning representative honours. The programme demands real commitment: girls might juggle two bus journeys and two changes of kit, alongside competitive sporting performance, within a single lesson.

Leadership and Student Voice Development

Sixth form students lead clubs and coordinate school-wide initiatives, building authentic leadership experience. The Feminist Society, Eco Club, and Debate Society are student-run forums where girls develop advocacy skills and intellectual curiosity on contemporary issues. The Wellbeing Champion programme trains Year 12 and 13 students to promote positive mental health, with formal recognition and training provided. House leaders organise sporting fixtures, social events, and academic competitions. Art and Design clubs, language clubs, and film clubs cater to diverse interests.

Community and Service

Community service is woven throughout school life. Students fundraise for Comic Relief, support the Rotary Club Nepal Appeal, sponsor Shelterbox and Water Aid projects, lead Operation Christmas Child drives, and engage in wider charitable work. These activities develop young people's confidence and creativity while preparing them for civic responsibility. The school celebrates these endeavours in the half-termly school newsletter, ensuring community effort remains visible and valued.

Skipton Girls' High School is a highly selective grammar school. Entry to Year 7 requires sitting the North Yorkshire 11+ entrance examination, administered by GL Assessment. In 2024, the school received approximately 238 applications for around 119 places (a subscription rate of 2:1), making entry fiercely competitive. The entrance test comprises two papers: Mathematics and English Skills (multiple choice, approx. 52 minutes) and Mathematics and English (short answer, approx. 35 minutes). Standardised scoring ensures fairness across all candidates.

Results are communicated in mid-October, with formal offers distributed in early March. There is a designated priority catchment area, though approximately 25% of intake come from outside this zone, with pupils drawn from across rural North Yorkshire, parts of Bradford, Lancashire, and beyond. Competition for places is significant, and tutoring is widespread among candidates, though the school has redesigned its assessment to reduce tutoring advantage. Girls who wish to study must demonstrate genuine academic ability; the pass mark is competitive and rising year on year as the school's reputation strengthens.

Sixth form entry (Year 12) is non-selective and based on GCSE grades. The post-16 provision attracts students from across the region, creating genuine comprehensiveness at sixth form level despite selective earlier entry.

The school operates on a standard secondary timetable: lessons begin at 8:50 a.m. and finish at 3:20 p.m. Breakfast club and after-school care are not prominently advertised on the main website; families should contact the school directly for wraparound provision details.

Public transport links include bus routes serving the town. Parking on-site is limited; visitors are encouraged to use public transport or local parking when attending events. The school's location in central Skipton means good pedestrian access for students living in the town. Transport is the main practical barrier for families living at distance; some pupils travel substantial distances, sometimes over an hour each way.

The school's pastoral system rests on the vertical tutor group structure. Tutors meet regularly with their mixed-age groups, providing both academic guidance and personal support. The school employs a dedicated student progress team offering careers advice, academic mentoring, and signposting to external counselling services. Each student has a trusted adult. Mental health support is embedded: the school runs Wellbeing Champion training, promotes positive mental health during tutor time, and connects pupils with professional services when needed. The positive learning environment, characterised by respect and kindness, creates an emotional foundation for success.

Entrance is genuinely competitive. With two applications per place and a rising pass mark, families must understand that even academically able daughters may not gain entry. The 11+ examination is rigorous, and the tutoring culture is pervasive. Families should prepare for the possibility that their child might not succeed, despite strong primary school achievement.

STEM specialism shapes the curriculum emphasis. While the school offers a broad curriculum, its engineering identity means STEM is prominent in messaging and investment. Girls without intrinsic interest in science, technology, or mathematics will still receive full secondary education, but the cultural emphasis may not suit families seeking equal weight across all disciplines.

Subject-level variation in teaching quality. The Ofsted inspection noted inconsistency in curriculum implementation. English and art are taught with strong conceptual depth; mathematics and geography sometimes lack sufficient scaffolding for deep understanding. While this is not a critical weakness, families should be aware that pupil experience varies by subject.

Location requires consideration. Skipton is a market town, not a major city. Some families may find transport challenging if living beyond a 10-mile radius. The daily school journey can be lengthy for rural families.

All-girls provision. Some families prefer mixed environments. The school is girls only throughout Years 7–11, which shapes friendship groups and peer culture. While some girls thrive in this context, others may prefer co-education.

Skipton Girls' High School is a high-performing selective grammar school that delivers rigorous academic education without excessive pressure. The school's engineering specialism is genuine and embedded; STEM is genuinely excellent here, not mere marketing. Results place the school in the top 10% in England (FindMySchool ranking), with consistent progression to Russell Group and Oxbridge universities. Ms Featherstone's leadership emphasises empowerment alongside academic achievement; students here develop leadership skills, engage in authentic community service, and are heard. The vertical tutor system, multi-year house structure, and student voice mechanisms create a culture where girls are seen as individuals, not merely cohorts.

Best suited to academically able girls living within reasonable distance of Skipton who thrive in selective, girls-only environments and who possess, or can develop, genuine interest in STEM subjects. Entry remains the primary hurdle; families should register and prepare seriously, understanding that competition is intense. For those who gain places, the education is excellent and the experience formative.