Queen Mary's High School Review 2026: A Century of Excellence for Girls

Stand outside the gates of Queen Mary's High School on Upper Forster Street and you encounter the living archive of education in the West Midlands. Founded in 1893 as a girls' school, a full 339 years after its brother institution, Queen Mary's High School occupies buildings that blend late Victorian architecture with modern facilities. The school has shaped exceptional young women for over 125 years, maintaining a consistent position among the highest-performing state schools in England. In October 2021, Ofsted inspectors awarded the school Outstanding in all areas: Quality of Education, Behaviour and Attitudes, Personal Development, Leadership and Management, and Sixth Form Provision.

The numbers confirm what parents and students already know. Nearly 900 students attend the school; over 874 girls applied for just 144 Year 7 places in the most recent admissions cycle, a ratio of 6.07 applications per place. At GCSE, the school ranks 218th (FindMySchool ranking), placing it in the top 5% of schools in England, a top 10% of schools in England performer. At A-level, it ranks 637th (FindMySchool ranking), within the top 25% in England. Three-quarters of leavers progress to university, with a significant proportion securing places at Russell Group institutions. These are not outlier years; this is the school's consistent trajectory.

Mrs Nicola Daniel leads the school, continuing its tradition of ambitious female leadership. The school operates as part of the Mercian Trust, a multi-academy trust that includes Queen Mary's Grammar School (the boys' school) and other schools across the West Midlands. State-funded and selective (entry by 11+ entrance examination), the school charges no tuition fees, making academic excellence genuinely accessible to families based purely on ability.

Queen Mary's High School in Rushall, Walsall has a clear sense of identity shaped by its setting and community. The October 2021 Ofsted report observed that pupils demonstrate exceptional standards and that behaviour around school is superb. Teachers describe an environment where girls are not just taught content but mentored into confident learners, girls who ask questions, challenge ideas, and see themselves as intellectually capable.

The school's values, Responsibility, Honesty, Integrity, Respect, and Tolerance, are embedded in daily language. These are not buzzwords but operating principles. Students speak of warm relationships with staff, of feeling genuinely supported in their struggles, and of a community that celebrates both achievement and effort. The school has gained national attention for its "Change Your Mind" programme, which trains Year 12 and 13 students to deliver mental health and wellbeing workshops to local primary schools, embedding the culture of peer support throughout the school's own daily experience.

The house system divides the school into four communities named after 19th-century female authors: Austen, Brontë, Eliot, and Shelley. This is a deliberate statement of the school's identity. These houses foster vertical relationships (younger and older students together) and create a sense of belonging that extends beyond a simple academic institution. House competitions are genuinely competitive and celebrated. Students describe house identity as a real source of connection and pride.

Mrs Daniel's leadership is marked by what inspectors called an "ambitious programme of study" that combines rigorous academics with genuine commitment to diversity and inclusion. The school's student demographic reflects Walsall itself: just under 30% of students have English as an additional language, with Indian, Pakistani, White British, African, and Bangladeshi pupils representing the largest ethnic groups. The school has consciously built a curriculum that reflects this diversity rather than treating it as an obstacle to overcome.

GCSE Performance

Queen Mary's High School's GCSE results rank the school 218th in England, placing it in the top 5% of schools (FindMySchool ranking). This translates to solid performance across the board.

In 2024, the school achieved an Attainment 8 score of 72.1, well above the England average of 46 (England average figure). This metric measures pupil achievement across eight qualifications, including English, maths, and a range of other approved subjects. The Progress 8 score of +0.55 indicates that students at Queen Mary's make substantially above-average progress from their Key Stage 2 starting points to GCSE completion. Put simply: pupils here make stronger progress than similar cohorts across England.

At GCSE itself, the headline figures tell a story of consistent excellence. Approximately 42% of grades achieved were in the top bracket (9–8). Another 27% were grade 7. Combined, nearly 69% of GCSE entries achieved grades 9–7, well above the national figure of around 27%. In the English Baccalaureate (a measure of breadth in academic subjects), 80% of pupils achieved grade 5 or above, a figure that underscores the school's insistence on breadth as well as depth.

The school was designated a Mathematics and Computing Specialism, reflecting recognised strength in these areas. It was previously a Language College, a legacy evident in the continued emphasis on linguistic breadth. All students engage with languages, with options extending beyond traditional French and Spanish to include German, Mandarin, and Japanese. The school sits within the Mandarin Excellence Programme, a selective government initiative to promote Chinese language learning across England.

A-Level Performance

Sixth Form results are equally strong. The school ranks 637th in England for A-level outcomes (FindMySchool ranking), placing it within the top 25% (top 25% of schools in England). In 2024, approximately 9% of grades achieved were A*, a further 21% were A grades, and 32% were B grades. 62% of A-level entries achieved A*–B grades, compared to the national figure of approximately 47%. This consistency across the board, not just in individual star subjects but across the breadth of the sixth form, suggests systematic quality in teaching and curriculum design.

The school offers a broad range of A-level subjects taught across the school and in partnership with other Mercian Trust schools, extending the curriculum options available. Sixth form students are encouraged to take three A-levels, with the option of a fourth alongside the Extended Project Qualification (EPQ), a university-style research project that develops critical and independent thinking.

Teaching at Queen Mary's High School follows structures that inspectors found to be rigorous and ambitious. Lessons are marked by high challenge and high support: teachers expect pupils to use precise subject language and understand concepts deeply, but they check understanding closely and pick up on misconceptions quickly. No child is assumed to know something; each step is verified.

In Year 7, all pupils learn to play a musical instrument as part of the curriculum. This is not optional enrichment but embedded in the teaching week, ensuring that musical literacy becomes as routine as mathematical or linguistic literacy. The logic is clear: understanding music deepens understanding of pattern, structure, and expression, skills that transfer across disciplines.

The curriculum is intentionally broad. Beyond core English, Maths, and Sciences (taught separately, allowing deeper engagement with each discipline), pupils encounter Humanities, Languages, Creative and Performing Arts, and Technology. The school's specialism in languages means that linguistic study is genuinely foregrounded. The option to study Mandarin, alongside European languages, reflects both the school's selective partnership with the Mandarin Excellence Programme and recognition that students at a high-attaining girls' school are well-positioned to master complex language systems.

Ofsted found that curriculum design is ambitious, reflecting leadership determination that all pupils will achieve exceptionally well. Teachers check what pupils have learned before moving on, ensuring secure foundations. Support for pupils with SEND is described as "high-quality," delivered both through quality-first teaching and specialist interventions in the school's welfare hub. Approximately 6% of the pupil population has identified SEND.

Three-quarters of Year 13 leavers progress to university, according to the most recent available destination data (2024 cohort). The remaining 25% splits between 1% further education, 5% apprenticeships, and 7% employment. A small proportion pursues other pathways. For a selective grammar school, this is predictable; the school's function is explicitly to prepare students for higher education and professional pathways.

The sixth form itself is explicitly university-focused. Specialist guidance is provided for UCAS applications, medical school applications, and Oxbridge applications. Students benefit from "vast and varied" opportunities for leadership, with sixth formers encouraged to take responsibility for the numerous clubs and societies and to develop new clubs where gaps exist.

In the most recent measurement period, five girls submitted Oxbridge applications. One secured an offer from Cambridge; one was ultimately accepted. While small in absolute numbers, this represents a 20% offer rate and reflects the calibre of the cohort. The school ranks 1,478th in England for combined Oxbridge data (FindMySchool ranking), indicating that while Oxbridge is not a mass destination, the pipeline is genuine. Beyond Oxbridge, students regularly secure places at Russell Group universities including Durham, Warwick, Bristol, Edinburgh, and Exeter. Popular degree pathways include STEM subjects, but the breadth of sixth form options means that students also pursue humanities, social sciences, and creative disciplines.

This is where Queen Mary's High School reveals the depth of its ambition. The October 2021 Ofsted report highlighted the "extensive offer of clubs and activities" and noted that pupils are encouraged to take part in numerous enrichment opportunities. The reality extends well beyond generic "many clubs" language.

Music: A Central Thread

All Year 7 students learn an instrument as part of the curriculum, but music extends far beyond this entry point. The school operates multiple performance ensembles. A chapel choir (reflecting the school's proximity to religious communities, though the school itself has no religious character) provides opportunity for classical choral training and regular performance. The school hosts an annual carol concert, described by students as "a wonderful event," and maintains a symphony orchestra for advanced players. Chamber music groups allow smaller ensembles to develop intimate performance skills. The school participates in regional and national music competitions; students are encouraged toward Grade examinations and beyond, with a specialist music teacher supporting both exam preparation and advanced study.

Music tuition is available across multiple instruments, reflecting the school's recognition that access to music depends on staff availability and willing learners. Piano, strings, woodwind, brass, and percussion all feature. The school has invested in music facilities, an upgrade noted specifically during the tenure of previous headship, and these facilities enable quality-first music education alongside specialist support.

Drama and Performing Arts

The Ofsted report noted personal development as an area of Outstanding practice, and drama features prominently in realising this. The school operates three performance venues throughout the year, a significant infrastructural investment, meaning that drama is not squeezed into single productions but woven throughout the school year. Students encounter both scripted theatre (often challenging, classic texts) and devised work. Year 13 students deliver professional-standard performances; younger students are involved in smaller productions and workshops that demystify theatre-making.

A drama teacher holds the role of SENCo, reflecting the school's view that drama, with its emphasis on voice, confidence, and embodied expression, is pedagogically valuable beyond entertainment. Students describe drama productions as genuinely inclusive, welcoming performers of all experience levels.

STEM: Innovation and Research

The sister school, Queen Mary's Grammar School, operates Project Horizon, a in England recognised near-space programme where students launch high-altitude weather balloons carrying cameras into the stratosphere (reaching altitudes over 30km), capturing images of Earth from near-space. This programme has received recognition from the UK Department for Education and is held up as a model of student-led STEM learning. While this specific programme is named on the Grammar School, the culture of ambitious STEM learning is shared across the Queen Mary's Foundation schools, and High School students benefit from the shared expertise and inspiration.

Within the High School itself, STEM clubs and societies provide structured opportunity for investigation. The school's designation as a Mathematics and Computing Specialism means that coding, robotics, and mathematical olympiads feature throughout. A commitment to broadening STEM participation, particularly among girls, is evident in the school's culture and marketing; the school actively encourages girls to see STEM as "for them," an important antidote to systemic gendering of these subjects.

Societies and Student Leadership

The school lists extensive opportunity for student-initiated clubs and societies. The Ofsted report noted that pupils are encouraged to initiate clubs and activities, fostering agency and leadership. Student Council provides formal leadership structures; Activity Week (a dedicated enrichment week in the school calendar) provides intensive learning experiences outside the usual curriculum. House competitions run throughout the year, creating motivating structures for collaborative achievement.

Exchange and trip opportunities are systematic. All Year 8 students undertake residential trips to France, Germany, or Spain (depending on language choice), embedding linguistic learning in authentic cultural context. A Year 7 residential team-building course establishes community and develops resilience at a crucial transition point. Throughout secondary and sixth form, students engage in field trips, exchanges, and visits that supplement classroom learning.

Sports and Physical Activity

Sports facilities on the compact site include dedicated PE spaces (the school underwent sports facility upgrades during the previous headship, including a multi-purpose sports area). Students engage in competitive sports fixtures; the school participates in regional competitions. The emphasis is on participation as well as excellence, with recreational and competitive pathways coexisting. Duke of Edinburgh's Award, running through Bronze, Silver, and Gold levels, provides structured outdoor challenge and expedition experience.

Specialist Support and Pastoral Care

The school employs a SENCo and maintains a welfare hub providing support to the approximately 6% of students with identified SEND. Pastoral care is structured around form groups and house systems, with each form group having a dedicated tutor. Inspectors found that "warm relationships between staff and pupils" and "wide-ranging support services" characterise the school's pastoral approach.

The school has invested in counselling services, with regular access to trained counsellors available to students who require emotional support. Mental health and wellbeing are explicit focus areas, reflected in the "Change Your Mind" programme and integrated into form tutor training and whole-school initiatives.

Extracurricular Accessibility

A notable aspect of the school's approach is the deliberate accessibility of enrichment activities. Ofsted noted that "disadvantaged pupils and those with SEND are encouraged to attend activities." This suggests active outreach rather than passive opportunity, staff check whether students who might benefit are aware of and feel welcomed by clubs and societies. Students report high participation rates in extracurricular activity, suggesting that the cultural message ("this is for you") is genuinely landing.

Queen Mary's High School is selective. Entry to Year 7 is determined by performance on the West Midlands Grammar Schools 11+ entrance examination, taken in September of Year 6. The examination consists of two papers, each lasting one hour, divided into timed sections assessing verbal reasoning, non-verbal reasoning, mathematics, and comprehension. All questions are multiple-choice, marked electronically.

The school does not publish a pass mark. Instead, students are ranked by score. Oversubscription criteria apply once a qualifying score is met: Looked After or Previously Looked After Children are prioritised first; up to 45 pupils eligible for Pupil Premium (free school meals indicator) come next; remaining places go to other students ranked by score.

In the most recent available data, 874 girls applied for 144 Year 7 places, a ratio of 6.07 applications per place. This consistent oversubscription reflects the school's reputation and the selective nature of the system. The last distance offered is not published in the available data, but the school draws from across the West Midlands and beyond, with transport and travel being practical considerations for many families.

Entry to Sixth Form is determined by GCSE results and requires a minimum of 54 points across GCSEs and at least a grade 7 in each chosen subject. The Sixth Form is co-educational, with a significant intake of girls from other schools as well as internal progression.

Admissions timelines follow the West Midlands Grammar Schools partnership schedule. The registration portal typically opens in May with closing in late June; examinations are held in September with results by mid-October. Parents are advised to check the West Midlands Grammar Schools website for current year deadlines.

The school is honest about what the 11+ requires. While not explicitly advocating tutoring, the school acknowledges that entrance to selective schools is competitive and encourages families to engage with familiarisation materials. The school provides free familiarisation materials via its website; the West Midlands consortium of 19 grammar schools shares a single entrance exam, meaning a student takes the test once and can apply to multiple schools.

The school day runs from 8.40am to 3.40pm Monday, Tuesday, Thursday, and Friday, with a slightly earlier finish (2.40pm) on Wednesday. Reception is open from 8.00am to 4.00pm for wraparound care purposes. The school operates within term dates published annually; the 2024-25 and 2025-26 term dates are available on the school website.

Location-wise, the school is situated on Upper Forster Street, just outside Walsall town centre, in the Rushall area. Public transport connections link to local bus routes and the broader West Midlands transport network. Families driving will find street parking and school-associated car parks nearby. The compact site means that facilities are accessible but space is somewhat limited; this is acknowledged in the school's design and operation, with vertical usage of buildings maximising teaching space.

Uniform policy is enforced. The school requires specific uniform (blazer, skirt, shirt, tie), details of which are available on the school website and in the prospectus. This is standard for selective grammar schools and supports school identity and equality (uniform removes visible socioeconomic signals).

Ofsted's finding that the school is Outstanding in Personal Development reflects its systematic approach to student wellbeing. The school's core values (Responsibility, Honesty, Integrity, Respect, Tolerance) and behaviour expectations (Ready, Kind, Responsible) provide a clear framework. Bullying is reported as "not an issue," and pupils describe feeling "very safe" at school, a critical finding given the school's all-girls environment (sixth form excepted) where peer dynamics can sometimes intensify.

Support for pupils experiencing difficulties is multi-layered. Form tutors know pupils well; house staff provide additional pastoral oversight; a school counsellor is available for those requiring sustained emotional support. The welfare hub provides a space for pupils to access support, including those with SEND. Staff training in mental health and wellbeing ensures that the school culture reflects genuine investment in student flourishing, not just academic output.

The school has gained national attention for its "Change Your Mind" programme, wherein Year 12 and 13 students are trained as mental health ambassadors and deliver workshops to younger pupils and local primary schools. This peer-to-peer model recognises that students often confide in peers and that training students as educators deepens their own understanding of mental health literacy.

Grammar school entrance is genuinely competitive. With 874 applications for 144 places, the entrance examination is a significant hurdle. Families should be realistic about the odds: only 16% of applicants will secure a place. This competition reflects the school's reputation and the wider selective school landscape in the West Midlands. While the school is transparent about not requiring tutoring, the competitive environment means many families do pursue private support. Entering the examination without some familiarisation is possible but less common.

This is a girls-only school through Year 11. The school's all-female environment in Years 7–11 is fundamental to its identity and the school's stated approach to pastoral care and leadership development. For families seeking co-education throughout secondary, this is not the right fit. The sixth form becomes co-educational, welcoming external male students, but the core secondary experience is single-sex.

The academic culture is genuinely rigorous. Students thrive here when they engage intellectually with their learning. The school explicitly rejects a "coaching for exams" approach, instead developing deep understanding. For families seeking a relaxed, pastoral, broadly inclusive secondary, other schools may feel like a better match. Queen Mary's is warm and supportive, but it is not soft. Teachers expect homework completion, independent thinking, and genuine engagement.

Travel and logistics matter. The compact site and location mean that students arrive on time and navigate a busy corridors environment. Some families find the intensity energising; others find it claustrophobic. Visiting the school during the school day, if possible, gives a sense of the physical environment and energy.

Queen Mary's High School is an exceptional school by any objective measure. Its ranking in the top 5% in England for GCSE outcomes, consistent A-level success, and overwhelmingly positive inspection findings place it squarely among the highest-performing state schools. But numbers alone do not capture what makes it work. The school combines academic rigour with genuine pastoral care, selective intake with proactive inclusion (free school meals and SEND pupils are actively supported and encouraged), and traditions spanning over a century with genuine forward-thinking ambition.

The school is best suited to families with daughters who are academically able, intellectually curious, and ready to engage seriously with learning. The selective entrance examination is a genuine barrier; only families whose daughters perform in the top percentile should expect a place. For those who gain admission, the education delivered is excellent, comprehensive in breadth, rigorous in depth, and embedded in a community where high standards of behaviour, kindness, and mutual respect are not negotiable. Parents report high satisfaction, and students describe strong belonging and pride in their school community.

For families within reach of the entrance examination and drawn to a selective, academically ambitious girls' grammar school, Queen Mary's High School is genuinely outstanding.