The Mount School York Review 2026: 240 Years of Quaker Excellence for Girls

Two hundred and forty years of Quaker tradition provide the bedrock for contemporary education at The Mount School York. In 1785, when Esther and William Tuke established the school to offer daughters of Quaker families an exceptional education, they created something that endures today: a place where academic rigour meets social responsibility, where small-school intimacy thrives on a 16-acre campus, and where girls are encouraged to become what they themselves imagine. The school spans ages 2-18 across three distinct phases: a co-educational Nursery and Prep School (opening to boys in early years for the first time since 2018), an all-girls Senior School from Year 7 onwards, and a Sixth Form of particular academic strength. With approximately 223 pupils in the senior school, 36 of whom are full or weekly boarders, The Mount combines the feel of a tightly knit community with serious academic ambition. In summer 2024, the school achieved the highest A-level grades in York, with 83% of pupils securing A*-B, placing it in the top 10% of independent schools in England for sixth-form performance (FindMySchool ranking). Founded by Quakers, the school remains one of seven Quaker schools in England, offering a distinctive lens on education that values truth, simplicity, equality, peace, social justice, and sustainability.

The Mount School (York) in Dalton Terrace, York has a clear sense of identity shaped by its setting and community. Victorian architecture sits comfortably alongside modern facilities on the peaceful campus, set only ten minutes' walk from York railway station yet feeling entirely separate from urban bustle. The lawns stretch open and uncluttered; forest pathways beckon exploration. Inside, staff know pupils by name across all phases, from nursery-aged children to sixth-formers. Girls describe the atmosphere as quietly confident; confidence earned through being genuinely known and supported, not assumed through bravado.

Anna Wilby became Head in January 2025, arriving from a deputy leadership position at Ashville College in Harrogate. She brings a music background (she previously directed music at Harrow International School in Hong Kong) and an explicit commitment to single-sex girls' education at senior level. Her appointment followed an ISI monitoring visit in 2024 that confirmed the school had addressed previous concerns around leadership, safeguarding, and risk assessment. Wilby has publicly stated her belief in boarding provision and its role in creating diversity, and emphasised that the school's Quaker ethos of peaceful disruption remains central to how it educates.

The school's Quaker character is genuinely integrated, not decorative. Morning meeting for worship occurs daily (except Tuesdays and Thursdays when hymn practice happens instead). Pupils speak of this practice with seriousness rather than performance; it feels part of how the community pauses and reflects. The Quaker values, simplicity, truth, equality, peace, social justice, sustainability, appear repeatedly in curriculum design, pastoral choices, and how the school addresses global issues. A Nobel Peace Laureate-inspired Global Thinking curriculum was introduced in 2011 through the international PeaceJam Foundation, embedding contemporary peace-building and social responsibility into sixth-form study. Governance reflects this ethos: the school is a registered charity with a committed committee (governors) who act as trustees.

Class sizes remain intimate. The smaller nature of the school is understood by staff as fundamental to their effectiveness, allowing relationships between teachers and pupils to deepen, allowing girls to find their voice, allowing adults to notice when something has shifted. This intimacy extends to boarding, where roughly 36 girls live in a single boarding house led by a Housemistress with resident assistant and tutor team. Communal spaces dominate; bedrooms are shared between two to four girls and intentionally designed as places to rest rather than hide.

GCSE Performance

Academically, The Mount Senior School sits solidly in the competitive tier. In 2024, 46% of GCSE entries achieved grades 9-7 (A*-A), with 27% at grade 9-8. These figures place the school in the top 25% of independent schools (FindMySchool ranking: 479th in England), with particularly strong individual student achievement at the highest grades. The school's value-added results merit particular attention; pupils consistently outperform their starting points, suggesting teaching has genuine impact beyond baseline ability.

Subjects are taught with specialist expertise. The school offers a broad traditional curriculum with strong provision in sciences (taught separately), languages (including Latin), and humanities. Recent innovations include intensive focus on creating confident communicators across all disciplines, reflecting the school's emphasis on articulate, thinking young women.

A-Level Performance

Here the school excels distinctly. In 2024, 83% of A-level entries achieved A*-B (FindMySchool A-level ranking: 236th in England, placing it in the top 10%). Of these, 50% reached A*-A, and 82% of girls achieved at least one A grade, with many securing two or more. This performance places The Mount among the highest-achieving girls' schools in the North of England, outdistancing many co-educational competitors and numerous independent alternatives. The 21st Head since Esther Tuke founded the school, Wilby has inherited an institution with proven sixth-form strength and has signalled commitment to sustaining it.

Sixth-form curriculum offers 20+ A-level subjects. The Ignite Programme enriches sixth-form life through leadership opportunities, mentoring younger pupils, and engagement with contemporary global challenges. The school achieved All-Steinway School status in 2020 (the first girls' school in the North of England to do so), reflecting sustained excellence in music teaching and facility standard.

Teaching philosophy at Mount emphasises both depth and independence. Lessons are structured with clear frameworks but encourage genuine intellectual enquiry rather than rote coverage. Staff are described consistently as subject enthusiasts who instill that passion in their pupils. Biology practicals involve real investigation; English literature discussions reach into interpretive complexity; mathematics moves beyond procedural knowledge toward proof and logic.

Particularly distinctive is the school's approach to girls' education. Senior staff articulated a clear understanding that girls' learning differs contextually in mixed environments, that single-sex space creates particular conditions for confidence, risk-taking in academic discussion, and leadership. This is not based on claims of innate difference but on observed patterns: girls in single-sex sixth forms tend to occupy classroom intellectual space differently, taking positions in debate they might not in mixed peer groups, questioning without performance. The Mount leverages this intentionally. Drama students produce full-scale productions within a girls-only setting; debaters develop confidence first among peers, then carry it outward. Leadership roles, Head Girl, subject captains, house leadership, distribute widely; there is no single hierarchy of prestige that concentrates opportunity.

The curriculum remains traditional in structure but evolves in content. Latin teaching has been strengthened by recent staff appointments; classics expertise now covers Ancient Greek as well. Science curricula have expanded to emphasize independent practical work and experimental design. Technology has been adopted thoughtfully, iPads are present in classrooms from nursery upward, but screen time sits within deliberate pedagogical frameworks rather than replacing traditional practice.

University Destinations

In 2024, 37% of sixth-form leavers progressed to university (from a cohort of 19 students; other destinations included apprenticeships at 11% and employment at 16%). The school has achieved the status of top A-level performer in York, and university destinations reflect this: girls regularly secure places at prestigious institutions. Historically, Cambridge receives particular interest; the school recorded one Cambridge acceptance from four applications in recent measurement. Beyond Oxbridge, Mount pupils progress to a broad range of Russell Group and research-intensive universities, typically pursuing sciences, humanities, and social sciences.

The careers programme extends from Year 9 onwards, moving beyond traditional university guidance to encompass apprenticeships, gap years, and direct employment pathways. The school acknowledges explicitly that not all leavers choose university, some pursue degree apprenticeships, some enter employment, some take structured gap years, and offers parity of guidance across routes.

Where Prep and Senior Pupils Progress

Pupils completing Year 6 at the Prep School naturally progress to Year 7 in the Senior School (though external entry to Year 7 also occurs, bringing pupils from other local schools). The transition is seamlessly managed within the same 16-acre campus; younger girls observe senior girls moving with purpose, already imagining themselves there.

Historically, Mount girls leaving at 16 would sit GCSE and depart for sixth form elsewhere or stay for A-levels. The strong internal progression into Sixth Form reflects both academic achievement and positive pastoral experience; most girls who complete GCSE at Mount continue into the Ignite Programme.

The school places as much curricular weight on activity and experience as on examination subjects, understanding that confident young women emerge from diverse challenges, not examination-hall success alone.

Music: An All-Steinway Foundation

In 2020, The Mount earned All-Steinway School designation, a recognition that reflects both the standard of its piano provision (Steinway grand pianos available across practice rooms and teaching spaces) and the depth of musical culture. Over half the senior school population learns a musical instrument. Weekly music lessons, rehearsal spaces available for independent practice, and a cohesive ensemble programme mean music serves not as an extracurricular afterthought but as central to school rhythm.

Named ensembles include the Senior Orchestra, Junior Orchestra, Senior Choir, Junior Choir, a Wind Group, and a Swing Band dedicated to woodwind and brass. The school follows the London Academy of Music and Dramatic Art (LAMDA) syllabus, preparing girls for practical music examinations alongside theoretical qualifications. Annual concerts occur throughout the year; College (Sixth Form) students traditionally present a termly performance. Visiting soloists, masterclasses, and regional competitions provide stretch. Chapel choir performs daily worship music; community choir opens participation to families and staff.

The newly appointed Director of Music has been tasked with expanding the school's musical influence beyond campus, including community partnerships and collaborative ensembles with other regional schools.

Drama: Fully Professional and Accessible

Every girl who wishes participates in dramatic performance. The school stages a senior school play annually, often of professional ambition (recent years have included full-scale musical productions). Additionally, the College presents two termly performances: the College I Pantomime (end of autumn term, traditionally with humorous edge) and the Leavers' Play (end of summer term, often more serious), creating regular opportunities for senior students to experience theatre-making at scale.

The school follows LAMDA curriculum for drama qualifications, providing both theory and practice. A-level Drama builds on GCSE foundation. Stage design, set construction, lighting, and sound design become learning domains, not just theatrical support. Recent achievements include finalists' positions in national performing arts competitions such as The Great Big Dance Off (2025).

STEM: Innovation and Rigorous Science

Science teaching emphasises hands-on investigation from primary onward. Dedicated science laboratories allow separate teaching of Biology, Chemistry, and Physics; girls undertake their own experiments rather than observing demonstrations. Microscopy, dissection, spectroscopy, and practical chemistry become familiar. A-level sciences attract strong cohorts; recent years have seen consistent progression to science and medical degrees.

The school hosts York's AI Pioneers programme, an initiative bringing together young people interested in artificial intelligence and computational thinking for critical discussion and practical exploration. This signals the school's commitment to emerging technologies without allowing them to overshadow traditional disciplines.

Mathematics provision extends to Further Maths for sixth-formers seeking challenge in university-preparatory depth. The UK Maths Trust competition features prominently; Mount girls regularly compete at regional and national levels. Physics Olympiad similarly draws engagement. Problem-solving clubs, coding and robotics opportunities, and regular academic competitions ensure mathematics feels alive and generative, not merely procedural.

Sport: Traditional Strength, Evolving Opportunity

Sport at The Mount has long roots. Traditional winter sports include netball, hockey, and swimming; summer brings tennis, rounders, and athletics. Orienteering and fencing appear in the fixture list; lacrosse is offered as an option for sixth-formers. An indoor heated swimming pool, multiple netball courts, grass hockey pitches, a gymnasium, sports hall, and fitness suite provide facility standard matching independent school ambition.

The school achieved an impressive track record in netball, recently winning The U19s Silcoates' Invitational, a regional tournament drawing top competitive teams. No Saturday school means girls can pursue fixture play with intensity. Team captains become informal leaders in the wider community; sport builds confidence alongside fitness. Non-competitive girls have access to recreational sport, fitness, and wellness activities; PE GCSE and A-level courses exist for those pursuing sports-related qualifications or careers.

Debating, Model United Nations, and Public Speaking

The Debating Society dates back to the 19th century, reflecting the school's historical commitment to women's intellectual agency and eloquence. Contemporary debating remains active. Bath Model United Nations brings sixth-formers to a residential conference where they represent nations, negotiate, and defend policy positions. Public speaking practice begins in junior school; by sixth form, many girls move with ease in formal speaking contexts.

Photography, Creative Writing, and Performing Arts Societies

Photography emerges as both technical skill and creative practice. A Photography society encourages girls to document school life and explore artistic vision through lens work. Creative writing clubs nurture emerging writers; some contributions reach publication in school magazine and beyond. These less-formal creative outlets complement the structured curriculum, allowing girls to pursue particular interests with peer community.

Additional Clubs and Societies

The school supports a Politics Society, Movie Makers club (creating short film and video content), Tag Rugby for informal play, and various subject-based clubs allowing deeper engagement (Classics group, Science club). The specificity of offerings reflects genuine pupil interest rather than template provision; clubs emerge, run, and evolve based on student leadership and teacher sponsorship.

Adventure and Expeditions

The school strongly encourages girls to test themselves beyond classroom comfort. Residential adventure trips form part of Prep School experience. Older girls access hiking, skiing, and international expeditions through school and partner organisations. Duke of Edinburgh Award scheme runs from Bronze through Gold level. Water-based activities, paddling, kayaking, appear in the trip calendar. The ethos is deliberately adventurous; girls are encouraged to try unfamiliar activities, to embrace the possibility of failure, and to discover capability beyond expectation.

Senior School day fees for 2025-26 are confirmed on the school website. Boarding fees are additionally calculated based on full, weekly, or flexible boarding arrangements. Fees are inclusive of tuition, resources, and meals. Music lessons incur additional charges if pursued beyond curriculum inclusion.

Registration fees apply upon application; acceptance fees are required when a place is offered. These fees are non-refundable, reflecting the school's commitment to offer places firmly.

Bursaries provide means-tested support; families genuinely struggling with fees are encouraged to apply. The school has invested in a dedicated bursary fund and genuinely aims to remove financial barrier to access. Scholarships in academic, music, performing arts, and sport disciplines are competitively awarded but offer prestige and (for Music) financial support.

Entry Points and Assessment

The school admits pupils across five main entry points: Nursery, Reception, Year 3, Year 7 (the largest external entry, bringing approximately 30-40 girls from local and regional prep schools), and Year 12 (Sixth Form).

Entry to Year 7 involves submission of school reference, attendance at an entrance assessment day (combining English, Mathematics, and reasoning papers), and an interview. The school aims to identify girls of academic capability combined with engagement and intellectual curiosity. The assessment does not require extensive tutoring; girls with sound primary attainment typically perform well. Strong internal cohesion exists, girls from Prep School progress to Senior School without re-assessment, having been continuously observed.

Sixth Form entry requires GCSE grades (minimum expectations communicated during Year 11); candidates also interview with subject teachers for their chosen A-level subjects.

Financial Access and Scholarships

Scholarships are offered at Year 7, Year 9, and Year 12 entry points, available in Academic Excellence, Music, Performing Arts, Sport, Art (sixth form only), and Drama (sixth form only). Scholarships are typically honorary (offering prestige and recognition) except Music scholarships, which carry a fee reduction. All scholars may apply for means-tested bursaries in combination with their award.

The school has invested substantially in bursary provision. The explicit aim is to reach families unable to meet fees unaided and offer Mount education in senior school. Bursaries are available from Year 7 onwards; the school considers applications seriously and offers support ranging from small top-ups to full fee remission. This commitment to access reflects the school's Quaker heritage of social responsibility and practical equality.

Fees and Financial Arrangement

Detailed fee information is available on the school website. As an independent school, The Mount charges tuition. Fees include tuition, educational resources, freshly cooked meals, and comprehensive pastoral care. Additional costs may apply for music lessons (if taken), uniforms, trips, and optional activities. The 20% VAT introduced by the government from January 2025 applies; the school has made arrangements regarding fee setting in light of this change.

The school offers flexible payment arrangements, allowing families to pay by term or monthly direct debit. Families with multiple children receive consideration for potential support.

The school's size enables forms of pastoral attentiveness difficult in larger institutions. Every girl has a form tutor who knows her well, monitors academic progress, celebrates achievement, and notices when something shifts emotionally. Personal tutors in boarding carry 24-hour responsibility for their girls' wellbeing. In an era when mental health support is increasingly strained in England, Mount provides counselling through a trained counsellor visiting regularly. Pupil voice feeds directly into school decision-making; student council input genuinely shapes policy.

Behaviour policy rests explicitly on Quaker values and consequences rather than punishment. Girls are encouraged to understand their choices' impact, to repair relationships when needed, and to engage in genuine reflection. The vast majority of girls, by accounts both from those present and from inspection observations, experience the school as a place of emotional safety combined with high expectation. Bullying concerns are taken seriously; the school has clear procedures and demonstrates follow-through.

Boarding pastoral care deserves particular mention. Boarders live in a single house with strong house identity. The Housemistress resides on-site with family; tutors are available most evenings. Weekends are structured with planned activities (water parks, bowling, cinema, skiing, self-defence classes, historical tours), but girls also rest, pursue hobbies, and simply live communally. Day pupils are invited to weekend activities, fostering cross-day/boarding friendships and preventing artificial division.

School hours span approximately 8:50am to 3:20pm for senior school; Prep School operates on similar daily rhythms with slightly earlier finish. Wraparound care is available for Prep School pupils requiring breakfast club (from 7:30am) or after-school provision (to 6:00pm). Holiday club operates during major school holidays for families needing supervision.

The campus is served by public transport; York railway station is a 10-minute walk away, making the school accessible for day pupils from surrounding towns and for boarding families arriving by rail. Ample parking is available on campus for parent drop-off and collection.

Uniform policy exists; details are available through admissions. The school maintains traditional expectation around dress whilst allowing age-appropriate flexibility at sixth form. For boarding pupils, uniform simplifies packing and creates community identity.

Single-sex senior school. The Mount Senior School (Year 7 onwards) is all-girls. The Prep School is co-educational from nursery upward; boys join early years for the first time since 2018. Families seeking co-education throughout should explore alternatives, though the head explicitly celebrates the benefits of single-sex girls' education during teenage years and has no plans to alter this model.

Boarding intensity. Full boarders live at school for weeks at a time. While exeats (weekends home) occur regularly, this demands genuine commitment from families. International boarders and those from distant UK locations will find boarding essential; others might regard weekly or flexible boarding as more manageable intermediate option. Boarding culture is strong; day pupils sometimes feel they inhabit a different rhythm.

Size as limitation. With approximately 223 senior school pupils and only 40-50 sixth-formers, the school is genuinely small. Subject choice at A-level is consequently more limited than larger schools might offer. If a girl has highly specific academic interest (unusual language, specialized science), she should verify provision before committing. The flip side is intimate teaching and widespread opportunity to hold leadership roles.

Quaker ethos expectation. The school's identity is thoroughly Quaker. Daily meeting for worship is core, not optional. Curriculum integration of Quaker values (peace-building, social justice, sustainability) means these are explored academically, not just spiritually. Families uncomfortable with this pervasive faith dimension should consider whether it serves their values or conflicts with them.

Competition and academic culture. The school attracts ambitious families. Girls are expected to engage seriously with study. Whilst pastoral support is robust, the academic environment assumes engagement and readiness to challenge oneself. A girl looking for less intensive academic culture might find the expectation demanding.

The Mount School York represents something increasingly rare: a small, historic, independent girls' school that has evolved thoughtfully without losing its character. It is neither nostalgic about its 1785 origins nor reckless in chasing contemporary trends. The Quaker ethos provides genuine educational philosophy rather than decorative heritage. A-level results place it among the strongest girls' schools in the North. The boarding provision offers legitimate alternative to day school experience for those seeking it. Pastoral care is demonstrably personal; girls describe feeling known.

The school suits girls who thrive in close-knit environments, who benefit from intensive pastoral attention, and who engage seriously with both academic work and extracurricular opportunity. It suits families who value girls' education explicitly and who appreciate Quaker values of peace, equality, and social responsibility. The boarding option serves international families and those seeking full school immersion; day pupils should understand they are choosing a day option within a boarding-culture school.

Best suited to academically engaged girls seeking strong A-level preparation, confident pastoral care, and genuine community. The main considerations are the small size (subject-choice implications), the explicitly girls-only senior school model, and the pervasive Quaker ethos. For families aligned with these characteristics, The Mount offers an educational experience of genuine quality and distinctive character.