When Stephen Hawking attended St Albans High School for Girls in the early 1950s, the school was already 60 years old, anchored in its mission to provide leading education to girls. Today, more than 130 years after its founding in 1889, the school remains one of England's most consistently high-performing independent girls' schools. The original 1908 Victorian building still occupies the heart of the campus on Townsend Avenue, now surrounded by modern facilities including a dedicated music school, a new performing arts centre, and a purpose-built sixth form block that resembles a university more than a traditional school building.
The academic credentials are exceptional. The school ranks 73rd in England for GCSE results (FindMySchool ranking), placing it in the elite tier, the top 2% of schools. At A-level, 87% of grades are A*-B, with the school ranking 77th, securing its position in the top 3% of schools in England (FindMySchool data). Four students secured Oxbridge places in the most recent measurement period. Yet what sets STAHS apart is not merely the rankings or the numbers, it is the palpable sense that academic ambition here coexists with genuine care for each individual girl's wellbeing and growth.
The school educates roughly 1,100 students across three phases: a preparatory school of approximately 330 in the tranquil 18-acre Wheathampstead campus, a senior school of around 650, and a sixth form of 150-170 students. All pupils belong to one of four houses, Julian, Mandeville, Paris, or Verulam, named after historic local figures, creating a strong sense of belonging that extends well beyond the classroom.
The architecture tells its own story. Visitors encounter a blend of Victorian stone, modern glass-walled classrooms, and contemporary learning spaces. The school's sense of purpose is clear from the moment you enter: girls move with quiet confidence between lessons, staff know pupils by name, and the atmosphere balances formality with genuine warmth. This is a place where academic standards are uncompromising, yet pressure never tips into anxiety.
The headmistress, Mrs Amber Waite, arrived in 2019 with a background in mathematics, oceanography, and pastoral leadership. Her stated philosophy is "encouraging rather than pushing," a mantra that appears to run through the institution. The school speaks explicitly about "challenge for all," not challenge at the expense of wellbeing. Mental health and wellness are integrated into pastoral systems, with a dedicated wellness lead appointed recently. The mobile phone policy (no phones for pupils below sixth form) reflects a school-wide commitment to presence and focus without heavyhanded restrictions.
The Church of England affiliation is genuine but inclusive. Daily worship and chapel services mark the rhythm of the year, but the school welcomes girls of all faiths and none. Founders' Day, celebrated each year at the Cathedral and Abbey Church of St Alban, anchors pupils in the school's 130-year continuum. The bishop serves as visitor to the school, and the dean sits on the governing body, not ceremonial roles but real connections to the local church community.
Girls here describe a competitive peer group without the air of desperation sometimes found in highly selective schools. The three-to-one application ratio for year 7 entry ensures that places are hard-won, but once a girl is admitted, the focus shifts entirely to helping her thrive rather than merely survive.
The 86% of GCSE entries at grades 9-7 significantly exceeds the England average of 54%, reflecting consistent rigour across departments. The school ranks 73rd in England for GCSE outcomes (FindMySchool ranking), placing it in the elite tier, the top 2% of schools. Locally, it ranks 2nd among 45 schools in Hertfordshire. These figures are not the result of selective intake alone (though the school is highly selective); they reflect teaching quality, curriculum design, and genuine engagement with learning.
The ISI inspection conducted in February 2024 confirmed this picture. Under the new ISI framework (introduced in September 2023), schools no longer receive single-word judgements but are assessed against five key criteria. STAHS met all five. The inspectors noted the "innovative SuperCurriculum" that stretches pupils well beyond exam specifications, the "abundance of co-curricular choice," and the "compassion and respect" woven throughout the community.
At A-level, 87% of grades are A*-B, with 31% at A*. The school ranks 77th (FindMySchool ranking), positioning it well within the top 3% in England. The average A-level student here achieves significantly above the England average of A*-B (47%).
Twenty-five A-level subjects are offered, including several that broaden horizons beyond the traditional: Classical Greek, Politics, Psychology, Economics, and Design and Technology (fashion and textiles). The Extended Project Qualification (EPQ) is popular, encouraging independent research. Most students begin sixth form with four A-levels but have flexibility to adjust their load with guidance. The sixth form is co-educational in spirit if not in reality: while STAHS senior and prep schools remain all-girls, sixth formers have close academic and social integration with nearby St Albans School (the boys' school), with shared activities and occasional joint lessons.
England ranks and key metrics (where available)
A-Level A*-B
87.25%
% of students achieving grades A*-B
GCSE 9–7
86.3%
% of students achieving grades 9-7
The curriculum philosophy is deliberately ambitious. Classes are taught by subject specialists, and teaching is organised around what the school calls "Teach to 25", a framework that views sixth form not as the apex of secondary education but as a single chapter in a much longer journey to independence, career, and adult life.
In the prep school, all pupils learn an instrument from reception onwards, and two-thirds continue with extra-curricular lessons by year 3. This is not incidental music education; it is embedded in the assumption that all girls should experience music-making. French begins in reception and Mandarin from year 4. Science is taught by specialists from year 3.
In the senior school, curriculum breadth is maintained through GCSE, with both traditional single sciences and triple science offered (roughly 50% of pupils take the more rigorous triple science path). Design and Technology, Latin, and Drama are all strongly taught. The school's commitment to modern languages is particularly strong, students can study French, German, Spanish, Mandarin, and Italian.
Teaching quality is notably high. Inspection feedback highlights "expert subject knowledge," and pupils consistently report that lessons are engaging and well-structured. The school publishes results in individual subjects but not in aggregate tables, reflecting the independent school tradition; however, the breadth of facility across different disciplines suggests sustained excellence.
All 151 sixth form leavers progressed to higher education, with 90% securing places at their first-choice university. Nine students gained places at Oxford or Cambridge. Five secured places at medical schools. The school's university guidance is notably comprehensive: a dedicated careers office provides support from year 9 onwards, with specific pathways for medical/veterinary applicants, Oxbridge candidates, and those considering overseas universities.
Beyond Oxbridge, leavers regularly secure places at Imperial College, UCL, Durham, Edinburgh, and Bristol, a strong indication that the school's academic preparation is valued across the Russell Group. The school publishes some destination names on its website, including Harvard, Loyola Marymount, and the University of Stockholm, suggesting that overseas options are genuinely explored.
Most girls stay at STAHS for sixth form (roughly 80% of year 11 pupils continue internally). Those who leave typically seek co-education, boarding schools, or simply a change of environment, a pattern that reflects genuine parental choice rather than the school "pushing out" weaker students. The school maintains close links with St Albans School and actively facilitates the transition for girls who wish to move to mixed sixth forms.
The STAHS Diploma, awarded to all sixth formers, encompasses four pillars: Academics (A-level study, independent research, super-curricular extension), Skills for Life (co-curricular activities, practical skills), Service and Leadership (community engagement, leadership opportunities), and Making the Leap (transition to university). The diploma is conferred before A-level results are announced, signalling that the school values the whole student, not just exam grades.
Total Offers
4
Offer Success Rate: 16.7%
Cambridge
1
Offers
Oxford
3
Offers
This is the school's longest and most distinctive section, showcasing the breadth and depth of co-curricular life.
Music is integral to daily life at STAHS. The school has a Conductor-in-Residence who works with the ensembles, and roughly 100 individual instrumental lessons are delivered each week. The majority of prep school pupils learn an instrument; at senior school, voluntary uptake remains very high.
The musical ensembles are impressive: two large orchestras, three concert bands, multiple chamber groups, and choirs ranging from gospel to chamber. Girls can also join the school's Bridge Choir and participate in the annual Joint Schools' Choral Society Concert held in the Abbey, a long-standing tradition linking STAHS with St Albans School.
Beyond ensemble work, STAHS is recognised by the Associated Board of the Royal Schools of Music and Trinity Guildhall for exam preparation, and many pupils take formal music qualifications. The Performing Arts Centre (newly renovated) houses dedicated practice studios and a small recital hall, allowing musicians to develop in a purpose-built environment.
Theatre is thriving. The school produces around eight productions per year, ranging from house dramas (where each of the four houses stages a piece) to major whole-school productions. The drama department commissions new plays with female-centred narratives, ensuring meaningful roles for all who audition. In partnership with the National Theatre, pupils develop original short plays with support from professional playwrights through the New Views programme.
The department's clubs reflect this commitment: options include improvisation, technical theatre, design, contemporary theatre, and choreography. A theatre artist in residence offers workshops and masterclasses throughout the year. Girls also make their own podcasts, a modern addition to a traditional craft.
LAMDA (London Academy of Music and Dramatic Arts) speech and drama lessons are available in small groups, with many pupils preparing for LAMDA exams. The new performing arts centre provides dedicated theatre and rehearsal spaces that enable this level of ambition.
Sport is compulsory through to sixth form, but the school's approach is notably inclusive. The playing fields (a ten-minute walk from the senior school) include lacrosse pitches, tennis courts, and a new sports pavilion. On-site facilities include a 25-metre indoor swimming pool, fitness suite, dance studio, and a traditionally equipped sports hall.
Compulsory games options include netball, lacrosse, athletics, dance, gym, karate, and fencing. The school excels in lacrosse, netball, and hockey, with competitive A-E teams in netball so that "everyone who wants to play, can." This is genuinely inclusive competition: pupils compete for school fixtures at multiple levels rather than being streamed into elite and non-elite pathways.
Beyond the core sports, the calendar includes fixtures in swimming, tennis, rounders, trampoline, and skiing (a major trip in winter). Recent achievement includes national championships in netball and gymnastics, and pupils competing in England in cross country, orienteering, and athletics.
The sixth form have exclusive access to a Starbucks-style café on campus, a seemingly small detail that signals maturity and independence, sixth formers are treated as young adults preparing for university life.
The prep school offers around 70 clubs, with STEM well-represented. Coding is embedded in the curriculum from year 3, with pupils programming computer games and robots. By year 5-6, pupils explore CAD (computer-assisted design). The state-of-the-art computing suite enables hands-on learning, and design and technology projects span construction, textiles, and food.
At senior school, the Extended Project Qualification (EPQ) attracts strong participation from STEM-minded students. Science departments offer extension clubs, and the school hosts regional competitions. Computer Science is offered at A-level and is increasingly popular.
All students belong to one of four houses: Julian (red), Mandeville (green), Paris (blue), and Verulam (yellow), each named after a local historical figure. Houses are not purely horizontal sports teams; they are vertical "families" spanning all year groups, with upper girls mentoring younger students.
House competitions run year-round: Dance competitions, debating contests, drama productions (each house performs a unique interpretation of a Harry Potter novel), and House points for effort and achievement. Sixth form House Officers lead many activities. This system creates genuine belonging and dispersed leadership, not concentrated in a student council but distributed throughout the community.
Leadership opportunities abound: Student Council, Head Girl and Deputy roles, House Officers, subject captains, and team captains. The school actively cultivates girls who lead without domination.
Art is taught in a dedicated studio from reception onwards. The prep school offers specialist art tuition, and an artist in residence works with senior school pupils. Sketch books are used extensively to develop technique and explore artists' work. The recent addition of a design and technology block supports both traditional craft and digital creation.
Clubs include art societies, printmaking groups, and design-focused activities. The ISI inspection specifically praised the "inspirational art department."
Every academic department offers super-curricular clubs and extension activities. Examples include subject-specific societies (Classics trips to historical sites, Science debates, Maths Olympiad), public speaking workshops, and masterclasses from visiting academics. The philosophy is clear: curriculum is the foundation, but super-curriculum extends curiosity.
STAHS has a clear ethos of social responsibility. Students volunteer locally, support primary schools in Luton, and engage in charitable activities year-round. Service is one of the four pillars of the sixth form diploma, reflecting the school's conviction that education extends beyond individual advancement.
Day fees range from £5,689 to £7,673 per term (approximately £17,000–£23,000 per annum depending on year group), excluding VAT. These figures place STAHS in the middle tier of independent schools. Fees are payable termly in advance or monthly via direct debit. Flexible payment options, including School Fee Plan instalments, are available.
The school explicitly states that fees cover tuition only. Additional costs include trips, music tuition (if pursued), speech and drama lessons (if taken), and some extra-curricular activities.
Bursary funding is available to pupils applying for year 7 and year 12 entry, and in exceptional circumstances to other year groups. Awards are means-tested and can cover up to 100% of tuition fees. Families with a gross household income below £85,000 per annum may be eligible, though this is not a guarantee.
Scholarships are awarded for academic, music, art, drama, design and technology, and sport achievement. Scholarships are largely honorary, worth 10% fee reduction. The school emphasises that awards combine merit with potential; high exam performance is important but not sole criterion.
The school also notes that it may provide awards beyond tuition fees to support costs such as travel, uniform, school lunches, and educational trips. Bursary awards are discretionary and subject to annual means-testing; families should contact the school for a detailed assessment.
Fees data coming soon.
The school has four main entry points: age 4 (reception), age 7, age 11 (year 7), and age 16 (sixth form). All entry is selective. Girls sit age-appropriate assessments and participate in activities designed to evaluate potential in a supportive setting. Interviews are conducted for shortlisted candidates.
For year 7 entry, there are 130 places available. The school is heavily oversubscribed, with roughly three applicants for every place, demand has increased annually in recent years. Girls coming from co-ed prep schools are not typically admitted at year 9; entry is normally at year 7 or sixth form.
The application process requires completion of an online registration form and payment of an application fee (which can be waived in cases of genuine hardship). Assessment typically includes English and Mathematics papers, reasoning assessments, and group activities.
The sixth form is more accessible to external candidates, though entry requirements are rigorous. Girls must typically achieve grades 5 or above in GCSE English and Mathematics, and relevant grades in chosen A-level subjects. A small number of external pupils join each year.
The school holds open days (typically Saturday mornings in autumn), and parents may arrange individual visits throughout the year. Contact the school directly for enquiries.
Pastoral structures are deliberately thoughtful. Form tutors know their pupils intimately and meet daily. Each house has a Housemistress and Assistant Housemistress who serve as fundamental figures in a pupil's life. The house system creates multiple layers of support: peer relationships within the house, adult relationships with tutors and house staff, and whole-school community.
The school has appointed a dedicated Mental Health and Wellness Lead, reflecting a recent institutional focus on normalising mental health conversations and destigmatising anxiety or struggle. A school counsellor is available for additional emotional support. The emphasis is on holistic development: not just marks and results, but confidence, resilience, self-knowledge.
Behaviour expectations are high but reasonable. The school operates without excessive rules; instead, it cultivates responsibility and mutual respect. Sanctions exist but are fair and restorative. Girls respond well to this approach, behaviour across year groups is notably calm and self-regulated.
The school's phone policy (no phones for pupils below sixth form; phones permitted in sixth form common rooms and café only) is presented not as punitive but as protective, creating space for face-to-face engagement and focused learning.
The school day runs from 8:50am to 3:20pm in the senior school, with slightly earlier finish times in the prep school. Sixth formers enjoy greater flexibility, with some study periods and off-campus lunch options.
School lunches are provided and included in fees (for the prep school) or available for purchase (senior school).
The school does not advertise extensive after-school care in the traditional sense (pick-up clubs), reflecting its day-school model. However, extracurricular activities run throughout the afternoon and early evening, and the sixth form building offers study facilities and a café to accommodate longer days.
St Albans town centre location means good public transport connections (buses and train). Parking near the school is limited but available in nearby streets and council car parks. Most local families walk their children or use the town's bus network.
Heavily Oversubscribed. With three applicants for every place at year 7, securing entry is the primary challenge. The school is academically selective; girls from non-selective primary schools must demonstrate clear academic ability and potential. Parents should begin enquiries well in advance.
Single-Sex Environment. The school is girls-only through year 11. While some pupils thrive in this environment, others eventually seek co-education. The school acknowledges this naturally: some girls depart after GCSE for mixed sixth forms at St Albans School or boarding schools. This is not a "failure" of the school but a reflection of genuine parental choice and evolving pupil preferences.
All-Through Transition from Prep to Senior. Most prep school pupils progress to the senior school without sitting entrance exams, a significant advantage for continuity but also a commitment to a nine-year journey from age 4 to 13. Families should be confident about the school's philosophy before entering.
Urban Location. The senior school is in central St Albans, not in a purpose-built campus removed from town. Playing fields are a ten-minute walk away. Some families prefer the countryside setting of boarding schools or rural independent schools.
Academic Intensity. This is a genuinely academic school where intellectual engagement is expected. Girls here are curious, ambitious, and enjoy learning. A child who struggles with or resents academic work might find the culture pressurising, despite the school's best efforts at balance.
It’s often counted among England’s strongest independent girls’ schools, pairing exceptional academic outcomes with real pastoral care and breadth. The 86% of GCSE entries at grades 9-7 and 87% at A*-B reflect both selective intake and sustained teaching quality. More importantly, the culture here balances rigour with warmth: girls are pushed to excel but not at the cost of their wellbeing.
The school is best suited to academically able, curious girls whose families value both academic ambition and a supportive community. Entry is fiercely competitive, but for families who secure places, the experience is transformative. The four houses, the 130-year tradition, the breadth of music and drama, and the genuine sense that every girl matters, these create an education that extends well beyond exam grades.
For families in the wider Hertfordshire area or willing to travel, this is a school that merits serious consideration. Known for strong outcomes, St Albans High School for Girls also values breadth; pupils tend to be confident and academically focused. Expect high standards, expect warmth, and expect your daughter to grow.
Absolutely. The school ranks 73rd in England for GCSE results (FindMySchool ranking), placing it in the elite tier, the top 2%. At A-level, 87% of grades are A*-B, with the school ranking 77th in England (top 3%). The 2024 ISI inspection awarded the school an extremely positive report, confirming it met all five key ISI criteria. The inspection highlighted exceptional academic, pastoral, and co-curricular experiences. Beyond rankings, the school combines rigorous academics with genuine pastoral care and a culture that values each individual girl.
Tuition fees range from £5,689 to £7,673 per term (approximately £17,000–£23,000 per annum), depending on year group and excluding VAT. Additional costs include trips, music tuition (if pursued), speech and drama lessons, and some extra-curricular activities. Fees are payable termly in advance or monthly via direct debit. Flexible payment plans are available. The school emphasises that these are day school fees (no boarding) and are inclusive of tuition only.
Entry is highly competitive. For year 7, roughly three applicants compete for every place. All entry is academically selective: girls sit age-appropriate assessments in English, Mathematics, and reasoning, participate in group activities, and are interviewed. At year 12 (sixth form), entry is somewhat more accessible to external candidates, though entry requirements remain rigorous. Parents should begin the admissions process well in advance and should expect their daughter to perform well in entrance assessments.
All pupils belong to one of four houses, Julian, Mandeville, Paris, or Verulam, named after historic local figures. Houses are vertical (spanning all year groups) and function as "families within the school." Each house has a Housemistress and Assistant Housemistress. Houses compete throughout the year in sports, drama, debating, and House point competitions. Upper girls mentor younger students. Sixth form House Officers lead many activities. The house system creates genuine belonging and distributed leadership opportunities.
The school offers extensive co-curricular provision organised into Strands: Creative (music, dance, drama, art), Sport (fitness, compulsory games), Leadership (Student Council, house roles, chess club), Service (community volunteering), Academic (subject-specific extension clubs), and Performance (plays, concerts, house events). The prep school alone has around 70 clubs. At senior school, music is particularly strong, with two orchestras, three concert bands, multiple chamber groups, and choirs. Drama produces around eight productions per year. The school regularly stages netball, lacrosse, athletics, tennis, swimming, and gymnastics competitions. All students have access to Duke of Edinburgh's Award. Most pupils participate in at least two co-curricular activities per week.
Affiliated with the Diocese of St Albans, the school is Church of England in character. The bishop serves as visitor to the school, and the dean is honorary vice-chair of the governing body. Daily worship and chapel services mark the school year. Founders' Day is celebrated annually at the Cathedral and Abbey Church of St Alban. However, the school welcomes girls of all faiths and none. The religious character is genuine and integrated but not exclusionary.
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