Eden Girls' School, Slough Review 2026: High expectations, calm culture, strong progress

A calm, purposeful girls’ secondary in Slough with an Islamic ethos and a strong emphasis on character alongside academic outcomes. The most recent Ofsted inspection (21 to 22 February 2024; report published 28 March 2024) confirmed the school continues to be Outstanding, with safeguarding effective.

Leadership has recently shifted. Public records list Mr Babar Mirza as headteacher from 5 January 2026, following Mr Sajid Khaliq’s period as principal during the February 2024 inspection.

Parents considering this school are usually weighing three questions: whether the culture will suit their daughter, whether the academic intensity is the right fit, and how competitive entry is. On performance, the data is clear. On admissions, timing matters, and local authority deadlines are fixed nationally for Year 7 transfers.

The school’s identity centres on a respectful, orderly learning culture with high expectations. External review evidence describes students as polite and engaged, with strong staff student relationships and behaviour that supports learning.

Faith sits as a lived ethos rather than a narrow intake, with official inspection material describing an Islamic ethos that welcomes pupils from all faiths and none, and a strong emphasis on respect and service. For families who want a girls-only setting with a values-led culture and clear routines, this tends to be a key attraction.

A practical note for sixth form families: public records list the age range as 11 to 18, while the February 2024 inspection report is written around secondary-phase provision. Families should check the current post-16 offer directly, particularly subject availability and entry requirements.

Ranked 549th in England and 7th in Slough for GCSE outcomes (FindMySchool ranking, based on official data)

This places outcomes above England average, within the top 25% of secondary schools in England.

At GCSE level, the school’s Attainment 8 score is 61.8, and its Progress 8 score is +1.15, indicating students make substantially more progress than students with similar prior attainment nationally.

The Ebacc profile is also noteworthy. 39.5% of pupils achieved grade 5 or above across the Ebacc, and the school’s average Ebacc APS is 5.73.

For parents comparing local options, the FindMySchool Local Hub comparison view is the most efficient way to benchmark these results against nearby schools on a like-for-like basis.

Curriculum intent is strongly academic. The February 2024 inspection describes a highly ambitious curriculum, careful lesson sequencing, and teachers with strong subject knowledge. The practical implication for students is a classroom experience that rewards consistency: secure foundations are built deliberately, and students are expected to recall, apply, and extend learning rather than simply complete tasks.

Reading is treated as a whole-school priority, not a bolt-on intervention. The inspection report references a structured approach that identifies students needing support quickly, and a culture that promotes routine reading, including library use and the Star Readers Challenge. For students who arrive as reluctant readers, this kind of system tends to matter more than a single intervention programme, because it affects daily habits.

Support for students with special educational needs and disabilities is framed as access to the same ambitious curriculum, with expectations kept high rather than quietly lowered.

Where Students Go Next

The most defensible picture here is qualitative rather than statistical, because published destination percentages are not available for this school.

Careers education is described in the February 2024 inspection as high quality, with exposure to external speakers from universities, schools, and employers, including apprenticeship routes. The use of alumni input is also highlighted as a strength, which typically supports informed post-16 and post-18 decision-making.

For families thinking beyond GCSEs, the key question to ask at open events is how guidance translates into outcomes for different pathways, including A-level routes (where offered), apprenticeships, and competitive university courses. Where a school’s culture is highly academic, it is worth checking how well it supports students pursuing technical or blended routes, not just traditional academic trajectories.

Demand signals are strong in the available admissions dataset. It records 460 applications against 122 offers, which equates to about 3.77 applications per place. This points to competitive entry, even before considering that faith schools can require additional paperwork depending on the oversubscription criteria.

For Year 7 entry in September 2026, Slough Borough Council lists the coordinated timeline as: applications open 1 September 2025, deadline 31 October 2025, and national offer day 2 March 2026. The same council guidance notes that some faith schools require a Supplementary Information Form in addition to the local authority application, returned directly to the school.

Parents should treat open events as part of admissions preparation, not an optional extra. The most useful questions to take include: how oversubscription is applied in practice, what evidence is required (if any), and how waiting lists are managed across the year.

FindMySchoolMap Search is the right tool for families weighing multiple schools, as it helps you evaluate travel practicality and how location interacts with likely competition patterns.

Pastoral strength is closely linked to culture. Official inspection evidence describes strong care and support, positive relationships, and behaviour that is calm and learning-focused, which are the foundations that allow pastoral systems to work effectively.

Safeguarding is confirmed as effective in the most recent inspection report, which matters because high-expectation schools can only thrive when students feel safe and supported.

A practical implication for parents is that the school appears structured and consistent. That tends to suit students who like clarity and routines; students who find strict systems difficult may need careful transition support and clear communication between home and school.

The school’s enrichment offer is positioned as a vehicle for leadership, service, and wider development, not simply recreation. The February 2024 inspection refers to a wide set of clubs and societies and multiple student leadership roles, including prefects, school council, and subject ambassador opportunities.

Two distinctive, evidenced examples are worth calling out:

• Star Readers Challenge and a library-led reading culture. Evidence points to routine reading embedded into the school day and an active library culture. The implication is that students get repeated practice in the skills that support success across essay-based and content-heavy subjects.

• Civic leadership and community projects. The 2018 Ofsted report describes community-facing projects and leadership development, including links to local civic participation. The implication is a culture where public speaking, responsibility, and service are normalised rather than reserved for a small group.

For families who want measurable academic progress plus structured leadership development, these elements help explain why the school’s outcomes and reputation have remained strong.

This is a state-funded school, so there are no tuition fees. Families should still budget for the usual extras such as uniform, trips, and optional activities.

Day-to-day logistics matter in Slough. Bath Road is a major corridor for local transport, so many students will commute by bus and car, with rail connections also relevant for some families. The school publishes term dates and operational information online; families should verify current timings before committing to travel plans.

• Competition for places. The available admissions dataset shows 460 applications for 122 offers, which signals that admission is the main hurdle for many families.

• High expectations suit some students better than others. The culture described in inspection evidence is disciplined and academically focused. This tends to work best for students who respond well to structure and routines.

• Confirm post-16 details early. Public records indicate 11 to 18 provision, while the latest inspection report is framed around secondary-phase inspection coverage. Families should verify the current sixth form offer, subjects, and entry requirements.

• Leadership transition. A new acting headteacher is recorded from January 2026. Families may want to understand what is changing and what is staying consistent, particularly around curriculum and behaviour systems.

A high-performing, values-led girls’ school with an established reputation for academic progress and a calm learning culture. Best suited to families who want a structured environment with strong routines, clear expectations, and a faith-informed ethos that remains inclusive. The primary challenge is securing a place; families should treat admissions timing and documentation as critical.