Stratford Girls' Grammar School

Behind the medieval walls of Shottery Manor, where local legend claims Shakespeare pledged his troth to Anne Hathaway, academic ambition thrives in distinctly modern form. Stratford Girls' Grammar School occupies one of the most historically significant educational sites in England, yet remains resolutely focused on preparing young women for contemporary careers and competitive university applications. Rated Outstanding by Ofsted in 2022, and consistently ranked among the highest-performing state schools in the country, SGGS combines elite academic outcomes with a pastoral structure that prioritises wellbeing alongside achievement. With 445 applicants competing for 120 Year 7 places, securing entry requires passing the West Midlands Grammar Schools Entrance Test. For those who succeed, the reward is exceptional teaching, remarkable facilities, and a community where nearly 80% of students participate in two or more extracurricular clubs each week.

The approach to SGGS reveals its unusual heritage immediately. After arriving by coach, students cross the central lawn, skirting ancient brick walls and neatly clipped Elizabethan box hedges, towards a sweep of modern red-brick buildings that wraps around a 15th-century manor house. The Manor sits centre stage, its hammer-beam roof and stained glass windows a reminder that this site has witnessed six centuries of English history. The geography room occupies what was once a chapel, the space where some believe Shakespeare made his betrothal vows. The balcony overlooking the front lawn has served as a setting for student productions of Romeo and Juliet.

Yet SGGS wears its history lightly. Mrs Jacqueline Cornell, headteacher since 2016, arrived from a deputy headship at the school itself, having previously led sixth form at Birmingham's Five Ways and King Edward VI Camp Hill Girls. Her leadership has focused on moving the school forward while preserving its core strengths. The school motto, Shaping Futures, appears throughout inspection documentation and staff communications. It captures the philosophy accurately. This is not a museum piece trading on heritage; it is an institution that uses its distinctive setting to inspire ambitious goals.

The atmosphere is purposeful without being pressured. Behaviour throughout the school is described in the 2022 Ofsted report as exemplary, with students themselves noting that there exists an invisible thing that helps everyone to behave. Staff create what inspectors termed a warm and nurturing environment that nonetheless maintains exceptionally high expectations. Students are confident and articulate, comfortable speaking to visitors and to each other across year groups. The vertical tutor system, organised around four houses, creates bonds between older and younger students that go beyond formal mentoring. Sixth formers lead clubs for younger students, and the culture of mutual support is evident in corridors and common spaces.

The campus has undergone significant modernisation since 2012, funded partly by government investment and partly by parent contributions. The Hargreaves building, opened in 2016, houses a well-equipped fitness suite, sports hall, and additional academic spaces. A spacious reception area, hall, and dining room reflect investment in shared spaces. The lockdown period was used to replace the Manor House roof entirely. Three science laboratories and the library are scheduled for refurbishment.

Results at SGGS place the school firmly among the academic elite in England. At GCSE in 2024, 85.7% of grades were 9 to 7, against an England average for grammar schools of 54%. The school ranks 84th in England for GCSE outcomes, placing it in the top 2% of all secondary schools (FindMySchool ranking based on official data). Locally, SGGS sits 2nd among schools in the Stratford-upon-Avon area.

Progress 8 scores of +1.07 demonstrate that students make substantially more progress than expected from their starting points. Given that the intake is already highly selective, this figure represents remarkable added value. Attainment 8 scores of 79.9 place SGGS in the highest echelons of secondary education.

At A-level, the picture remains strong. In 2024, 62% of grades were A* or A, and 87% fell within the A* to B range. The school ranks 124th in England for A-level results, placing it in the top 5% of sixth forms offering A-levels (FindMySchool ranking). The combined GCSE and A-level England rank of 110th confirms consistent excellence across both key stages.

Twenty A-level subjects are available, ranging from traditional academic disciplines to vocational options. The largest numbers study biology, mathematics, and chemistry, confirming SGGS as a school with strong science provision. Healthy cohorts also appear in computer science and psychology, with economics, politics and theatre studies close behind. Students typically take three A-levels, supplemented by the Extended Project Qualification or Core Maths. In some cases, four subjects are permitted, though the school advises that universities base offers on three grades.

Teaching follows clear structures with high expectations embedded throughout. The 2022 Ofsted inspection found that leaders had constructed a highly ambitious curriculum that prioritises key knowledge in lessons. Teachers are described as warm and nurturing while maintaining academic rigour. Staff expertise is particularly notable in science, where laboratories are well-equipped and class sizes allow for individual attention during practical work.

Languages represent another strength. French is compulsory in Year 7, with Spanish or German available from Year 8. The school holds Specialist Language College status, awarded in 2002, and maintains exchange programmes with schools in France, Germany, and Spain, alongside links with China and India. GCSE options are described as very flexible, with most students taking geography, history, or drama alongside compulsory subjects. Sciences are taught separately from Key Stage 3 onwards.

The curriculum extends beyond examination specifications. The Supercurriculum programme encourages students to explore subjects more deeply, supported by specialist teachers. Subject ambassadors in the sixth form lead sessions for younger students. Trips vary by subject: psychology students have visited Woburn Safari Park; German linguists travel to Heidelberg; science groups go to Iceland; and politics students visit the Houses of Parliament each year.

Ninety per cent of SGGS leavers progress to Russell Group universities. Popular destinations include Bristol, Nottingham, Bath, King's College London, Birmingham, Leeds and Exeter. Courses span everything from law, economics and politics to medicine, architecture, chemical engineering and marine technology.

The academic rigour translates into success at the most competitive universities. In the most recent admissions cycle, 20 students submitted Oxbridge applications, with 6 receiving offers and all 6 converting those offers into places. Three students secured places at Cambridge and three at Oxford. This performance ranks SGGS 207th in England for combined Oxbridge success, a strong result for a state school. Over recent years, the school has consistently sent between five and seven students to Oxford or Cambridge annually.

Beyond Oxbridge, students secure places at institutions including Durham, Edinburgh, St Andrews, and Imperial College London. The school reports that over 90% of students reached their destination of choice. A small but growing proportion pursue apprenticeships with leading employers, reflecting the school's commitment to preparing students for multiple pathways into professional life.

The sixth form team provides substantial support for competitive applications. The Head of Sixth Form sits on the UCAS Secondary Education Advisory Group and has extensive experience guiding students through applications to leading universities in the UK and overseas. Mock interviews are arranged for Oxbridge candidates, and the MFL department provides specific support for language applicants.

Entry to Year 7 requires passing the West Midlands Grammar Schools Entrance Test, administered through Warwickshire County Council. Competition is fierce. In 2024, approximately 445 students sat the test for 120 available places, a ratio of nearly four applicants per place. The subscription proportion of 3.71 confirms that SGGS is significantly oversubscribed.

The entrance test consists of two one-hour papers, divided into individually timed sections assessing English comprehension, mathematics, verbal reasoning, and non-verbal reasoning. Scores are age-standardised to ensure younger candidates are not disadvantaged. The minimum qualifying score for 2024 entry was 232. Achieving the qualifying score does not guarantee a place; many candidates who meet the threshold are unsuccessful when applications exceed places.

The catchment area is defined as a circle with a 16.885-mile radius drawn from the fountain in Rother Street, Stratford-upon-Avon. Within this area, places are allocated by score, with priority given to looked-after children who achieve the automatic qualifying score or up to 20 marks below it. Up to 19 places are reserved for children eligible for Free School Meals who live in designated priority areas and achieve the qualifying score or up to 20 marks below it.

The tutoring culture surrounding grammar school entry is acknowledged by parents and the school alike. While SGGS does not officially recommend preparation, external tutoring for the 11-plus is widespread among applicants. Families considering entry should be realistic about the preparation that many candidates undertake and the statistical likelihood of success.

Registration for the 2026 entry test opens on Wednesday 7 May 2025 and closes on Monday 30 June 2025. Testing takes place between Saturday 13 September and Monday 15 September 2025. Results are released in mid-October. The secondary school common application form must be submitted to the local authority by 31 October 2025. National offer day is 2 March 2026.

Sixth form entry requires 54 GCSE points, though most successful applicants achieve significantly higher. Between 40 and 50 external places are available annually in Year 12. Open events for prospective sixth form students take place in November.

The house system forms the foundation of pastoral provision. Students are assigned to one of four houses upon entry, and vertical tutor groups bring together students from different year groups. House tutors meet regularly with their groups, and the house system creates competitions, celebrations, and a sense of belonging that extends throughout a student's time at the school.

Significant resources have been invested in mental health support. A reflection room provides quiet space for students needing calm. The library includes a dedicated wellbeing area. A sensory garden was created during an enrichment week. External counsellors run confidential lunchtime sessions, and students report that many peers make use of these services. The culture emphasises students supporting students, with sixth formers taking lead roles in wellbeing initiatives.

Safeguarding is robust. The 2022 Ofsted inspection rated safeguarding as effective, noting that students feel confident staff would address bullying. The school operates clear behaviour policies, and students describe a community where issues are resolved quickly, either through peer discussion or staff intervention when needed.

SEND provision serves a small but valued cohort. Fewer than 1% of students hold Education, Health and Care Plans, and under 10% access short-term support during lunchtimes (small-group or one-to-one). The school can accommodate students with ADHD, autism, dyslexia, and social, emotional, and mental health needs. The SENCO also teaches English part-time. The small school size and calm campus atmosphere are considered particularly beneficial for autistic students. The site is mostly wheelchair accessible, with timetable adjustments made as necessary.

Extracurricular participation at SGGS is exceptional. Nearly 80% of students are involved in two or more clubs each week. Over 60 clubs operate throughout the year, plus 20 dedicated sports activities.

Music and Performing Arts

Music provision is extensive, based in a dedicated block with classrooms, ensemble spaces, rehearsal areas, and six practice rooms. Jazz band, orchestra, and multiple choirs perform regularly. Ensemble groups rehearse at lunchtimes, and sixth form students lead training jazz band sessions for younger students. LAMDA tuition is available as part of the enrichment programme. Community performances include town-based Christmas carols.

Drama thrives in a studio that operates at capacity throughout the school day. GCSE drama attracts around 35 students per cohort, with smaller but committed A-level groups. Whole-school productions involve drama, music, art, and design technology departments collaborating on professional-standard sets and technical effects. Recent productions have included Matilda, with over 150 students participating. The department runs drama clubs that take performances to local primary schools, and students make regular visits to the RSC and London theatres.

Art is described by parents as phenomenal. A team of three specialist staff, each with their own studio, delivers a multidisciplinary carousel with a careers-focused approach. Year 8 students explore links to architecture, engineering, and set design. Year 9 focuses on fashion. GCSE students develop work from prototype to finished product. The design technology workshop displays engineered creations on every available surface. Lunchtime clubs include photography, animation, clay workshops, and fine art.

STEM

Science facilities support strong practical teaching. The school holds Specialist Science College status, awarded in 2007. Clubs include robotics, coding, and dissection for students interested in medicine and veterinary science. The eco-committee and nature club connect scientific learning with environmental awareness. Gardening club, run by Year 12 students for Years 7 and 8, cultivates herbs and runs competitions.

Sport

Physical education is delivered twice weekly, with extensive extracurricular programmes at lunchtime and after school. Sports include netball, football, hockey, cricket, lacrosse, rowing at a local club, tennis, and athletics. Lifestyle activities such as yoga, fitness, and dance broaden participation. Some sixth formers enjoy rugby sessions.

Facilities include three outdoor tennis courts, two full-size netball courts, extensive playing fields, a 400-metre athletics track shared with neighbouring Stratford High School, and a well-equipped fitness suite in the Hargreaves building. A Netball Academy provides elite pathway training.

Enrichment and Leadership

Wednesday afternoons in the sixth form are dedicated to personal development beyond academics. External speakers, wellbeing sessions, Duke of Edinburgh Award, volunteering, and student-versus-staff sports matches feature regularly. Young Enterprise allows students to launch and run businesses. Model United Nations attends the Oxford Global MUN conference annually. Debating and Mock Magistrates develop public speaking and legal reasoning.

Student leadership operates through multiple committees across year groups. House councils work on school improvement projects and bring about genuine change. The student voice is taken seriously, with councils helping students understand why certain restrictions exist as well as influencing policy where possible. The LGBTQ+ society and Young Carers group support specific communities within the school.

The school day begins at 8:40am and ends at 3:15pm. Transport options include private coach services, public buses, and parental drop-off. The catchment area extends across a wide radius, meaning some students face lengthy commutes. Students and parents note that friends may live far apart, making after-school socialising more challenging.

Lunch may be purchased from the dining room or brought from home. Dietary requirements, including veganism and vegetarianism, are accommodated. When weather permits, students eat outdoors on the lawns, using arbours and picnic tables. Dining and tutor rooms are available during inclement weather.

Sixth formers have dedicated common room space in the Manor house, including a kitchen and pop-up shop. They may leave site during free periods and wear smart business dress rather than school uniform. Study spaces are available throughout the building.

Mobile phones may be brought to school but personal use is restricted to outdoor areas during breaks. Students use devices to access Teams, homework, tutor group information, and club details. Only sixth formers may bring tablets unless required for learning support.

Entrance test pressure. Approximately four candidates compete for each place. Tutoring is widespread, and families should prepare for the emotional weight of the process. Rejection after extensive preparation can be difficult for children and parents alike.

Peer group adjustment. Every student at SGGS was top of their primary school class. Arriving and finding yourself among equals, some of whom will outperform you, requires adjustment. The school acknowledges this transition and provides pastoral support, but the experience can initially dent confidence.

Wide catchment. Students travel from across the 16.885-mile radius, and some commute over an hour each way. The long day combined with homework demands can leave limited time for local friendships and after-school activities. Families should consider the practical implications of distance.

Academic pressure. While the school emphasises wellbeing, it remains a highly academic environment with ambitious targets. Students who thrive on challenge will flourish; those uncomfortable with sustained academic intensity may find the pace demanding. Leaders work to help students see their own potential rather than comparing themselves to peers, but the culture is undeniably competitive.

Stratford Girls' Grammar School delivers exceptional academic outcomes within a setting of genuine historical distinction. Results place it consistently among the top state schools in England, and the progress students make from their already-selective starting points demonstrates real added value. The pastoral structure, built around houses and vertical tutoring, creates community and belonging. Extracurricular provision is broad and participation rates are remarkable. For families within the catchment area who value academic rigour alongside strong pastoral support, SGGS represents an outstanding option.

Best suited to academically ambitious girls who will thrive on challenge and engage fully with the opportunities on offer. The main hurdle is securing entry; once past that barrier, the educational experience is first-class. Families should approach admissions with realistic expectations about competition and preparation, and consider whether the commute from distant parts of the catchment is sustainable across seven years.