Presdales School Review 2026: Outstanding Achievement for All

The Victorian Presdales mansion and sprawling grounds in Ware create an atmosphere far removed from the typical secondary school experience. This girls' school traces its heritage to 1906 as Ware Grammar School, moving to its present location in 1964 before becoming comprehensive in the early 1970s. Today, under Mr Matthew Warren's leadership since 2016, Presdales has earned an Outstanding rating across all areas in its March 2024 Ofsted inspection. With nearly 1,200 pupils in Years 7 to 13 (plus boys in the sixth form), the school ranks in the top 18% of schools in England for GCSE results and maintains a distinctive character blending academic ambition with breadth. The coeducational sixth form welcomes around 200 boys, transforming the dynamic from single-sex main school to mixed upper school.

The school's motto, Achievement for All, runs visibly through daily life. Pupils describe a genuine community atmosphere where girls support one another and feel valued. The 2024 Ofsted inspection confirmed this culture, noting that pupils are kind, positive, and polite, behaving exceptionally well in lessons. Teachers know students intimately; form tutors oversee pastoral progress, heads of year manage broader wellbeing, and a dedicated pastoral care manager coordinates support across the entire school.

The physical environment reinforces this sense of belonging. The mansion house fronting the school provides character and visual distinctiveness compared to modern purpose-built campuses. The grounds offer space for reflection and activity, with accessible playing fields, dedicated sports facilities, and carefully planned walkways. Inside, the school is navigable and welcoming, with dedicated spaces for music, drama, and technology teaching. The library functions as a genuine hub, frequently filled at breaks and lunchtimes.

Leadership under Mr Warren has brought energy and contemporary thinking to a school with 118 years of history. The school achieved specialist status in languages (1995), English and music (2003), and mathematics and computing (2009), signalling institutional strength across multiple disciplines. These designations reflect genuine departmental excellence rather than honorary titles. The school converted to academy status in 2012, gaining greater autonomy in curriculum and staffing decisions. The house system, operating with six distinct houses, creates smaller communities within the larger school, with girls forming strong bonds that extend beyond academic life into pastoral support and leadership opportunities.

GCSE Performance

In 2024, 36% of GCSE grades achieved 9-8 (top two grades), with 53% reaching grades 7 or above. The attainment 8 score of 58.8 reflects solid achievement across a broad spread of qualifications. Progress 8 of +0.61 indicates pupils make above-average progress from their starting points, positioning the school well above the national average. The school ranks 828th nationally in England, placing it in the top 18% of schools (FindMySchool ranking), and first locally among Ware schools for GCSE outcomes. English Baccalaureate entries ran at 45%, higher than the England average of 41%, showing commitment to a broad, knowledge-rich curriculum.

A-Level Performance

The sixth form maintains strong momentum. In 2024, 10% of A-level grades were A*, with 27% at A. The A*-B percentage of 56% represents solid performance, slightly above the England average of 47%. The school ranks 808th nationally for A-level outcomes, placing it at the 31st percentile (FindMySchool ranking), reflecting middle-tier performance nationally but substantial strength locally.

University Progression

In the 2023-24 cohort, 76% of leavers progressed directly to university, with 1% entering further education, 3% starting apprenticeships, and 16% moving to employment. One student secured a Cambridge place, reflecting the competitive nature of Oxbridge admissions from a non-selective state school. The school's commitment to career readiness is evident in dedicated careers talks, university visit programmes, and work experience placements throughout sixth form.

The curriculum is carefully structured around the national framework but enriched substantially through what the school terms its "super-curriculum". This deliberately extends learning beyond examination content, encouraging independent research and deepening knowledge across disciplines. History trips to WWI battlefields in Belgium and Berlin broaden understanding beyond textbooks. English students visit the Globe Theatre in London to experience Shakespeare's context directly. Science benefits from visiting specialists, including academics from Cambridge University. Language teaching particularly stands out: as one of nine designated Lead Language Hubs nationally, Presdales collaborates with York University's National Centre for Excellence to expand provision. Students typically study two languages, with Russian, German, Spanish, Italian, and French all on offer.

Teaching is structured and purposeful. Teachers explain concepts clearly, check understanding frequently, and adapt pace to learner needs. Key Stage 3 sees careful differentiation, with stream 2 offering smaller classes and additional scaffolding for pupils who need more support with literacy. Setting in mathematics from Year 9 onwards allows tailored challenge. Sixth form teaching explicitly shifts toward university-style learning: courses are "structured around learning rather than assessment, but in a way that enables pupils to achieve the best possible examination results." The emphasis on independent research and extension work prepares students well for university demands.

The school's music specialism status, awarded in 2008, is reflected in infrastructure: three dedicated music teaching rooms (one housing ethnic instruments, others equipped with Logic Pro technology studios and multitrack digital recording facilities) support hands-on learning. Subject specialists, including staff with expertise in specific historical periods, languages, and STEM disciplines, drive curriculum quality.

Music: A Defining Strength

Music is woven into school life, not cordoned off as an extracurricular afterthought. The department runs three choirs (Junior, Senior, and chamber formations), a full orchestra, string group, cello group, concert band, clarinet choir, saxophone group, recorder group, brass group, flute group, and a notably successful Big Band. The Rock School runs weekly on Mondays, building a parallel tradition of popular music alongside classical. Ensembles perform regularly, with concerts held throughout the year featuring everything from orchestral works to jazz standards.

A remarkable feature is the school's willingness to reach beyond school walls. The choirs have performed at prestigious venues including the Barbican and Saffron Hall. The Little Big Band regularly performs at local community events like the Dickensian Evening in Ware and Standon Open Gardens. Individual girls receive tuition and progress to performance exams via ABRSM or Trinity Guildhall. The school hosted a workshop with Gary Hind, musical director for the West End's The Lion King, to prepare for a special concert finale. This blend of accessibility (any student can join a choir) and excellence (professional-standard venues, high-level guest workshops) distinguishes the programme from many state schools.

Drama & Theatre

Drama is equally prominent, though deliberately inclusive. The school stages an annual large-scale production involving substantial student numbers: recent productions have included Made in Dagenham and Much Ado About Nothing. A dedicated theatre space with full stage, lighting, sound, and projection capabilities enables professional-standard staging. Sixth formers lead productions, taking responsibility for performing, directing, designing, managing lighting, sound, and costumes. Year 12 produces a Christmas revue. Students engage in drama not just as performers but as designers, technicians, and producers. House drama competitions run throughout the year, with Year 9 onwards creating devised pieces judged by external panels, earning house points that contribute to end-of-year prizes. Theatre visits are regular; students attend professional productions at local theatres and in London's West End, experiencing how drama translates to live performance.

Sports: Breadth and Commitment

Athletics, badminton, basketball, dance, football, gymnastics, handball, hockey, netball, rounders, rugby, sportshall athletics, swimming, trampolining, tennis, and volleyball are all offered as school teams and lunchtime or after-school clubs. Water polo features specifically (mentioned in Ofsted observations). The sixth form maintains competitive teams in netball, football, cross-country, athletics, and rounders. A fitness suite with equipment (bikes, rowers, cross trainer, running machine, stair master, squat rack, Olympic barbells, dumbbells, kettlebells, benches) is available to sixth formers during lunch and study periods. Sports Leaders qualifications (Level 2 in Year 12, Level 3 in Year 13, earning 16 UCAS points) develop student leadership in sport and community coaching.

Notably, the school competes in National Schools Equestrian Association competitions, a less obvious choice that reveals commitment to individual pathways: "any school can form a team and compete in a hotly contested sport, where all abilities are on a level playing field, whatever background you are from." This philosophy — achievement and engagement for all, not just the naturally gifted — characterises the sports provision.

Enrichment & Personal Development

Duke of Edinburgh's Award runs from Bronze through Gold, with Year 9 Battlefields expeditions, World Challenge international expeditions (including to Norway), and hiking trips embedded in the programme. Young Enterprise encourages student entrepreneurship; teams have progressed to regional and national finals, with some receiving visits to Amazon's London office to pitch business ideas to potential buyers. Mock Trial is a standout: Year 12 students participate in the Bar Mock Trial Competition, studying criminal cases in detail and arguing them in actual Crown Courts (Snaresbrook Crown Court for local heats), developing confidence, public speaking, and legal understanding. Model United Nations allows sixth formers to debate international issues.

Student leadership roles include Head Girl/Boy, Deputy Head Girl/Boy, six senior student positions, heads of six houses, subject prefects, school council representation across all year groups, and house captaincies. The Big Sister/Brother mentoring scheme pairs sixth formers with younger students for structured support and role modeling, running for decades as an established tradition. Sixth form charitable engagement is self-governed: a student-led Charity Committee selects the school charity annually and runs fundraising events, managing both local and international giving. Community service opportunities include volunteering at Middleton School (ages 5-11) and Pinewood School (ages 11-16), working with young people with autism, speech, language, and communication needs.

The Mental Health and Anti-Bullying Ambassadors programme trains student leaders to organise themed events, supervise wellbeing lunchtime sessions, and contribute to The Presdalian (school newspaper). Presdales Pride Club offers LGBTQ+ support and community building. Academic enrichment includes the Extended Project Qualification (EPQ) in Year 13, allowing students to pursue independent research projects — written essays, performances, multimedia projects, or photographic records — with professional presentation and assessment.

Presdales is non-selective, admitting all local girls applying within the priority area (a defined zone covering multiple Hertfordshire parishes including Ware, Hertford, Much Hadham, Sawbridgeworth, and surrounding areas). Looked-after children and those with EHCPs naming the school receive first priority, followed by siblings, staff children (permanent contracts or difficult-to-recruit posts), girls within the priority area, and finally random allocation among remaining priority-area applicants.

In 2024, 463 applications were received for 175 Year 7 places, with 2.65 applications per place — oversubscribed but less fiercely than some urban secondaries. Proportional first-preference offer rate indicates fair distribution by distance. For sixth form entry, the majority of Year 11 pupils stay on; external sixth formers join from other schools seeking the broad A-level offer and the school's track record. Boys are welcomed from age 16, shifting the gender balance and enriching the sixth form community.

Open evenings are held annually; in recent years, Thursday evenings 5:30-8:30pm have been typical, with the headteacher addressing groups throughout the evening. Parents should check the school website for confirmed 2026 dates and timings.

Each form tutor manages day-to-day pastoral oversight. Heads of Year (Years 7-13) coordinate broader wellbeing and manage behaviour, attendance, and progress at key stage level. The pastoral care manager (whole school) oversees integration across year groups and liaises with external agencies where needed. Behaviour is managed through positive reinforcement and clear expectations; support is provided when pupils struggle. A trained counsellor visits weekly for students needing additional emotional support. The school policy explicitly addresses bullying, with clear reporting procedures and staff following up swiftly.

The house system creates smaller pastoral units. Girls form strong attachments to house identity, competing in academic and creative competitions throughout the year. Each house has a named identity (Windsor, Nightingale, Parks, Frank, Pankhurst, Curie), chosen to honour notable women across science, suffrage, and literature, embedding positive role models into daily school life.

Sixth form pastoral support includes dedicated heads of Year 12 and Year 13, a Head of Sixth Form, and sixth form administrators handling day-to-day queries. Sixth formers receive guidance on careers, university applications, gap years, and apprenticeships through dedicated careers events, visiting university representatives, and mentoring from staff and sixth form peers.

School day runs 8:50am to 3:20pm for main school. The sixth form operates on a similar timetable for timetabled lessons, with flexibility for independent study periods. No wraparound childcare (breakfast or after-school clubs) is offered — families must arrange independent provision. This is typical for a secondary school but worth noting for working families. Uniform is required for Years 7-11; sixth formers follow a smart dress code rather than formal uniform, reflecting their semi-adult status.

The school is well situated for transport: located on Hoe Lane in Ware, it is accessible by bus services serving the Ware area and beyond. Hertfordshire's bus network provides connections from surrounding towns. Limited on-site parking is available for visitors and staff; many pupils walk or cycle, with secure bike storage provided. The nearest railway station is Ware, approximately 1 mile away, offering services to London Liverpool Street and Hertford.

Competitive entry for Year 7. With 2.65 applications per place, securing a Year 7 spot requires living within the priority area or having a sibling already at the school. Living in the catchment zone does not guarantee entry if further applications are received from nearer addresses. Families considering Presdales should verify their postcode against the priority area map and confirm distance with the school well in advance.

Limited wraparound care. For families where both parents work full-time, the 8:50am start and 3:20pm finish may necessitate external childcare arrangements. The school does not run its own breakfast or after-school club, unlike some larger secondary schools. Families should plan before applying.

Sixth form selectivity. While Year 11-to-Year 12 progression is automatic for pupils meeting academic expectations, external applicants entering sixth form do face competition. The school lists entry requirements by subject; students should confirm A-level options and prerequisites early in Year 11.

Non-selective main school ethos. This is a strength — no entrance exam means diverse intake — but also means teaching must span a broader ability range. While differentiation is well-managed (streaming in maths, stream 2 with additional literacy support), parents seeking highly selective academic focus might prefer a grammar school or independent school.

Presdales delivers a genuinely outstanding education rooted in the principle that achievement and opportunity should be available to all students regardless of background. The 2024 Ofsted rating of Outstanding across all areas reflects real strengths: teaching is effective, pupils are kind and engaged, leadership is purposeful, and the curriculum balances academic rigour with breadth. GCSE results place the school comfortably within the top quartile locally and in the top 18% nationally. The sixth form maintains momentum, with strong A-level results and excellent progression to university.

What truly distinguishes Presdales is the depth and integrity of its extracurricular provision. Music is not an afterthought but genuinely central, with ensembles performing at professional venues. Drama is inclusive yet ambitious. Sports stretch from the obscure (equestrian) to the traditional, welcoming all comers. Leadership development is embedded, not bolted on: student mentors, ambassadors, and committee members are genuine agents of school culture. The house system, traditions like Big Sister/Brother mentoring running for decades, and community service woven throughout the curriculum reflect institutional maturity and genuine pastoral care.

Best suited to families within the priority catchment area seeking a non-selective state secondary where daughters will thrive academically, develop leadership, and engage meaningfully in school community. The outstanding Ofsted rating and strong results validate the academic offer; the breadth of music, drama, sport, and enrichment validate the claim that "achievement for all" means more than exam success. For girls who want rigorous teaching, leadership opportunities, and genuine support, Presdales represents exceptional value.