Why choose girls-only?

Empowering girls to break free from gender stereotypes

At Croydon High, every subject is a girls’ subject.

STEM: 50% of our pupils went on to study STEM subjects at university in the last 8 years and 37% Science specifically. Our Astrogazers Club runs from Years 5 – 11 and encourages a passion for Physics and Astronomy. So far girls have worked together to launch 2 weather balloons into space with the University of Bath and are working on their next mission to launch a satellite into space.

Sport: Our girls excel in traditionally male-dominated sports like cricket and football from an early age, with thriving teams and achievements in both Junior and Senior Schools.

Computer Science: We embrace the need for pupils to become problem solvers and show them the opportunities available to them in Computer Science. Last year, all our Upper Sixth pupils chose to continue their studies at university. Many went on to prestigious and male dominated courses at universities such as Manchester and Bath, and it is our hope that they will be part of the movement which addresses the gender imbalance in one of the most important industries involved in shaping the future of our society.

3D Design: Our 3D Design spaces encourage creativity in product design and engineering, with state-of-the-art equipment and technology. We know that girls are statistically more likely to apply for courses such as engineering at university if they attended an all girls school.

Developing Confidence

Research backed: Dr. Kevin Stannard’s (Director of Education at the GDST) research shows that girls’ confidence begins to decrease around the age of 8, only rebounding from the age of 18 onwards. We create an empowering environment where girls can be themselves without fear of failure.

Resilience: We hold an annual Resilience Day aimed at developing and building their overall resilience, particularly when dealing with friendship and conflict.

Leadership coaching: Sixth Form students receive leadership coaching covering event planning, emotional regulation, conflict management, how to have effective coaching conversations, prioritising and organising and running meetings

Leadership opportunities: This starts from Early Years in the Junior school where girls can lead as Form Captains, House Captains, Prefects, and club/society organisers. Our pupils are given varied opportunities to apply for positions of responsibility, audition for roles in productions and try out for sport and academic teams. We prepare them for challenges like university applications by fostering a culture where taking professional risks is encouraged.

Diversity & Inclusion: We hold an annual Culture Day in the Junior school and Senior School every year. We have a number of Equality, Diversity and Action groups, including the African-Carribean Society, the South Asian Society, South East Asian Society and LGBTQ+ which helps girls to express and explore.

Wellbeing: As per our mantra, Every Girl, Every Day, pastoral care is not a one size fits all approach. We know that all girls are different and we have dedicated wellbeing hubs in the Senior and Junior schools.

Lottie is a Year 6 buddy to Alessandra in Reception. The primary objective of our Buddy System is to provide our youngest learners with the support and guidance of their older peers. We believe that such interactions not only promote a nurturing and inclusive school environment but also aid in the holistic development of our girls. We have carefully designed this programme to ensure that it benefits all participants involved. It aims to:

1. Support and Mentorship
2. Team Building and Activities
3. Confidence Building

We believe that having an older peer as a buddy contributes to building the confidence of our younger pupils. Our Year 6 girls serve as positive role models for their buddies, inspiring them to grow and develop both academically and personally. 

Here is a recent quote from one of our parents about the buddy system: “I just wanted to write a quick note of thanks for introducing the buddy scheme between the year 6 girls and EYFS. There hasn’t been a week, since it started, where my daughter hasn’t beamed about seeing or doing something with her little buddy. The recent organised event was the highlight of her week – thank you. My daughter is the youngest in our family and the youngest of all her cousins, so seeing her take delight with being paired up with someone smaller that her, is just lovely to see!”

Celebrating Achievement

Assemblies: Celebration assemblies take place weekly in the junior school and termly in the senior school where we come together as a school community to celebrate each others’ achievements. These include academic, creative, co-curricular (Alis Propriis Volat – She Flies with her Own Wings) and sporting achievements, as well as Head of Year Heroes and our May Her Character and Talents Inspire Others awards for showing leadership, kindness, resilience and character

Head Girl shout outs happen weekly at the end of Monday assemblies. These are both staff and pupil nominations to instill a sense of pride in our school community.

Sense of sisterhood and wanting to lift each other up – fortnightly House Assemblies are often run by Upper Sixth House Captains – these pupils regularly recognise and celebrate their younger peers in contributions to House activities. The Senior School House Captains also regularly visit the junior school to support the Junior House Captains.

We’re sowing the seeds of environmental stewardship and nurturing a culture of sustainability among our girls. From tree planting to beekeeping, our diverse eco initiatives are shaping future eco-warriors, conservationists, and sustainability pioneers

1. Tree Planting for a Greener Tomorrow

Our Year 10 Climate Change elective and Year 1 students joined forces to extend our school hedge, fostering biodiversity and teaching the importance of environmental protection. The new saplings, including Dogwood, Hawthorn, Silver Birch, Wild Cherry, Hazel, and Rowan, are enhancing the hedge’s diversity, creating a thriving ecosystem.

2. Embracing Biodiversity through No-Mow Initiatives

Our Pollinators Project is in full swing, with our NO-MOW bank flourishing with Oxeye daisies. Year 10 Climate Change Elective, with the guidance of Surrey Wildlife Trust planted pollinator-friendly species around the Science department, creating habitats for wildlife to thrive.

3. Forest School: Cultivating Holistic Growth

Our Forest School programme immerses girls in a unique, hands-on learning experience set in a natural environment in our onsite Forest School. From minibeast hunts to den-building, girls explore the seasons and develop a deep connection with nature. Forest School instils a sense of responsibility and fosters a holistic approach to learning.

4. Junior Gardening Club: Growing Well-Being

The Junior Gardening Club is cultivating more than just plants; it’s nurturing well-being and resilience. Students learn about the natural cycle, plant seeds, and take pride in growing their own vegetables. The club not only promotes physical activity but also encourages a deep respect for the environment.

5. Bee Club: Buzzing with Purpose

Our bee club is a hive of activity, mirroring the energy and care of our girls. They’re not just learning about bees; they’re becoming beekeepers. Managing two hives with over 100,000 bees, the club members will harvest honey, care for the colonies, and delve into the intricate world of bees, flora, and weather patterns.

At Croydon High School, these initiatives are more than green projects; they’re pathways to instil a sense of responsibility, compassion, and environmental consciousness in our girls. As they engage in these activities, they are not only shaping their own futures but contributing to a sustainable and eco-friendly world. The seeds we plant today will blossom into a green legacy for generations to come.

Tailored Educational Environment

Girls School by Design: A girls’ school provides a tailored environment crucial for girls’ development, where teachers specialise in effective teaching methods for girls’ learning styles.

Focused attention: Even in a class evenly split between boys and girls, our research shows that boys tend to receive more than 50% of the teacher’s attention due to increased participation. Girls often fear appearing foolish in front of boys, leading them to modify their behaviour to their own detriment.

Adapting our teaching methods: We adapt our teaching methods to cater to girls’ preferences for cooperative, discursive learning environments, coursework tasks, and collaborative, project-based activities. Our classrooms foster a culture of risk-taking and resilience, empowering young women to confidently navigate challenges, ask questions, and learn from mistakes.

Our mantra and ethos: Our ‘Every girl, every day’ mantra ensures consideration of girls’ experiences in every lesson or activity.

Female role models: We tailor our curriculums and topics to demonstrate successful females in different fields and have many successful alumnae that we spotlight every week in our newsletter.

Events: Tailored events like the Chrystall Prize debating competition, Scholars’ Evenings, and Young Enterprise events empower girls to showcase their talents and engage fully in their learning, free from external perceptions.

Academic Success

Results: Girls’ schools excel academically, topping UK league tables with outstanding exam results. At Croydon High, approximately half of all A-level results are A* or A, and our GCSE grades surpass the national average by over 4.5 times. (12% Grade 8-9 versus 56% at Croydon High)

Essential Skills: There’s so much more to a great education than just exam results. And certainly, top universities are looking for students who have a broader skill set and experience beyond the classroom. Girls from Croydon High get into top Russell Group universities, and an education from a school like ours helps girls get ahead once they are there.

Opportunities: Our girls have double the opportunities available to them, spanning leadership, drama, sports, music, public speaking, and various other fields.

Leadership opportunities: Every pupil leadership role is held by a girl, fostering confidence and expression without concerns about stereotypes.

Career Progression

Range of degrees: In 2023 the most popular degree subjects among Croydon High students were Medicine and Psychology, both accounting for 13% of the student interest. Economics and Politics followed closely behind, with 9% each.

STEM success: In the last 8 years, 50% of our girls go on to do STEM related subjects at university.

University selection: Confidence and leadership qualities, alongside a robust foundation in academic knowledge and understanding, are amongst the key attributes that top-ranking universities and employers seek in candidates.

Co-curricular opportunities: At Croydon High, girls explore adventure and self-sufficiency through diverse co-curricular activities. From expeditions at home and abroad to competitions in creative writing, maths, astronomy, and engineering, they develop creativity, innovation, and problem-solving skills. Additionally, volunteering in the community and leading school enterprises enhances their employability skills.

Alumnae achievements: We have a history of incredible alumnae at this school and our Ivy Link and GDST networks ensure that we have strong mentors, role models and connections for our girls in a diverse and broad range of fields. Just read our weekly Alumnae Spotlight for inspiration!