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Legendary for sports and the facilities in this 23 acre plot are outstanding for a girls’ day school. Some parents choose the school on the strength of the sports alone. Lacrosse, not surprisingly, is the main winter game and played to win – which they do. Rowing also a speciality - a welcome rarity in a girls’ school. Few teach academia better and it’s done via thrilling, not drilling. ‘What’s the point in boring them into submission?’ says head. Seriously good school to consider if you have mobility problems or are wheelchair-bound – flattish site, lifts and wide corridors, plus can-do approach...

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What the school says...

The Lady Eleanor Holles School is one of the country's most distinguished girls' schools. Located in Hampton, Middlesex, on the outskirts of south-west London, we balance opportunities for outstanding scholarship with impressive achievements in sport and exciting creativity in arts.

With superb facilities, we offer bright girls a well-rounded and challenging education in a very happy, purposeful environment, preparing them for higher education and their future lives. The school stands on a wonderful 23 acre site, the building surrounded by gardens and playing fields. This spacious environment allows a great range of outdoor sporting activities and has also enabled us to build numerous extensions to enhance our facilities.

Pastoral care has a high priority at the school, and staff are committed to promoting the welfare and happiness of each girl. Up to 20% of each year group may proceed to university at Oxford or Cambridge; the majority go on to universities which belong to the prestigious Russell Group.
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All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.




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Since 2014, Heather Hanbury, previously head of Wimbledon High. MA Edinburgh, MSc Cambridge in geography then land economy. Prior to teaching, she spent nine years working in various management consultancy roles in the City, then as a corporate fundraiser – ‘real world’ experience that both pupils and parents value. Moved into teaching because she was so frequently told she ‘should’ – ‘but I initially resisted it because I don't like to do the expected,’ she laughs. Eventually had a change of heart and took a PGCE with the express ambition of becoming a head. ‘I always wanted to run things. I like making organisations efficient, effective and happy’ – something that everyone agrees she’s achieved, with bells on.

Began her teaching career at Blackheath High School in 1996, quickly rising through the ranks to head of sixth form, before moving on to Haberdashers' Aske's School for Girls, thence deputy head of Latymer Upper School. Teaches all year 7s for half a term each (‘I get to know them, but more importantly, they get to know me – far better than helicoptering my way into sixth form teaching,’ she insists). And although she does herself down when it comes to her teaching abilities (‘I do the least damage,’ she laughs), girls say she’s actually very good. The only school where we’ve heard pupils describe their headteacher as ‘very sweet’, they gush over her assemblies (‘She recently did a fantastic one on friendship and talked all about the movie Mean Girls,’ enthused one) and say she is ‘involved’, ‘interested’ and ‘approachable’ – attending every event imaginable, even wearing sports kit to matches.

In school, she adorns glamorous suits (no staff member we met would have looked out of place at a wedding), hums with energy, has just the right amount of modesty (as is the LEH way), is quick to smile and laugh and is intent on injecting some fun into school life. Her office is among the nicest, largest and swankiest we’ve seen – if you replaced her desk with a bed, it could pass as a luxury boutique hotel room.

Lives with her husband in Hammersmith. Interests include bridge (‘I’m not very good,’ – there’s that modesty again), cooking and theatre.


Around a third of entrants come up from junior department. Of the remainder, about two-thirds come from the private and a third from the state sector – around 40 different schools in total. Private ones include Newland House, Twickenham Prep, the Study, Bute House, Holy Cross Prep, Kew College. Four to five applicants for each place. Normally, tests in maths, English, non-verbal and verbal reasoning and a problem-solving paper. But in the interests of creating a level playing field after the mixed educational experience of the summer term of 2020, the school has removed tests in maths and English for January 2021 entrance assessments. Expect the unexpected in the interview. ‘We can tell a mile off if we are hearing not the girl themselves, but their parent or tutor. I’m absolutely allergic to that,’ says the head, wincing. ‘I don’t even care if they do something silly in the interview – at least it shows they’re being themselves.’

School sets its own exams for sixth form applicants, who need a 7 in subjects they want to study – and, in fact, 9-7s in pretty much everything. ‘The odd 6 here and there is okay, but we want girls who can leap in with the rest and move fast,’ says the head. Reports from current schools also count, along with an interview.


The school loses around 10 per cent of girls at sixth form – most to other high-level but (crucially) co-ed sixth forms. A few leave for financial reasons. Around 80 per cent to Russell Group universities. Destinations include Oxbridge (13 in 2019), Durham, Bristol, London, Exeter, Edinburgh, St Andrews and usually a few to Europe and USA. Mainly traditional degree subjects, with lots studying medicine (13 in 2019), English, history, sciences. Two overseas in 2020, both to study liberal arts in the USA – one at Oregon and the other at Cornell.

Latest results

In 2020, 95 per cent 9-7 at GCSE; 85 per cent A*/A at A level. In 2019 (the last year when exams took place), 90 per cent 9-7 at GCSE; 77 per cent A*/A at A level.

Teaching and learning

Few teach academia better and it’s done via thrilling, not drilling. ‘What’s the point in boring them into submission?’ says head – although she admits it’s not always easy, particularly around GCSE learning, ‘which can be very routine especially for bright, lively minds.’ ‘I really admire the school’s ability to go sideways in any subject, bringing in current affairs or going cross-curricular, for instance,’ said one parent. Meticulous record keeping for monitoring and targeting. Results outstanding. Staff clearly delight in what they do and all teach their own degree subject. Pupils told us teachers are always available, with the staff room practically empty at lunchtimes, as teachers run clinics or answer pupil queries from their departments. Sixth formers increasingly help the younger ones (‘It's easy for them to remember the bits people find tricky in years 8 and 9,’ explains the head. ‘And it’s good for them too – there’s nothing like teaching to help you learn yourself.’) Traditional subjects taken at GCSE, with computer science and PE the most recent offerings.

Committed to A levels, rather than the IB or Pre-U, with the academic offering upped via EPQ, plus an enrichment programme across every subject. Good range of subjects, including classical civilisation, psychology and economics, although maths and sciences remain the most popular. Sixth form feels quite a separate entity here – these older girls are revered and there are lots of sixth form only areas, including their smaller classrooms which cater for more tutorial style learning, in which there are no more than 12 girls in any one class.

Setting in maths during year 7, with groups reviewed annually. Languages include Latin, German and French from year 7, with the option of Spanish and ancient Greek added at GCSE (although French remains the most popular language at GCSE). Mandarin now also available from year 9. The school has one of the biggest German A level cohorts in the country, and Spanish is growing. Girls quite competitive around their learning, although they are also quick to support and praise others’ achievements, with lots of patting on backs and high fives.

Learning support and SEN

Few with more than mild learning difficulties here, for whom SEN support is embedded into classes, with some one-to-ones where required – and it must work as they get the same results as everyone else. A good school to consider if you have mobility problems or are wheelchair-bound – flattish site, lifts and wide corridors, plus can-do approach – although we were surprised no girls in this situation when we visited.

The arts and extracurricular

Artistic talent evident from the walls of the new art rooms and corridors – there were several pieces we’d have gladly hung in our own homes. Beautiful ceramics displayed in a glass cabinet. Lively textiles and photography.

Music exceptional – the Holles Singers reach the finals of the BBC Youth Choir annually. We lost count of how many other choirs there were – some for which girls audition, others open to all. Orchestras and ensembles galore, with bands ranging from rock and pop to jazz. ‘Unbelievably, we even have a symphony orchestra!’ smiles the head, wide-eyed. Sixty per cent of girls learn an instrument with a peripatetic teacher. Brass popular, with many budding saxophonists. Plenty of space for all this in the shiny purpose-built arts block (where the arts studios are also based), with wow-factor purpose-built theatre where we heard a girl practising a solo song for the annual musical when we visited; she was amazing. Drama outstanding, with each year group performing something annually. The two big set pieces are joint musicals with Hampton School (years 11 up) and the summer musical (for years 7 and 8). ‘They are something else – so professional,’ said one girl.

Extracurricular life is thriving, including lively debating society, model UN and lots of charity and community work, including going into local schools. DofE and CCF take-up good. Masses of day trips to museums, theatres etc, plus residential trips from year 7 upwards - language exchanges, ski trips and battlefields, among them. Greece and Italy (classics), Berlin (history) and Iceland (geography) are other examples.


Legendary for sports and the facilities in this 23-acre plot are outstanding for a girls’ day school, including three spectacular and very green lacrosse pitches (which many of the classrooms overlook – lovely, especially in summer); six outdoor courts; a massive modern sports hall; and indoor swimming pool (recently refurbished). At the front of the school are grass tennis courts and croquet lawn (‘embarrassing, really, but rather fun!’ laughs the head). Some parents choose the school on the strength of the sports alone. Lacrosse, not surprisingly, is the main winter game and played to win – which they do. Rowing also a speciality - a welcome rarity in a girls’ school, for which boathouse facilities are shared with neighbouring Hampton School, and they also collect lots of silverware. ‘It’s great because if you don’t like running around after a ball, you can sit in a boat instead – although many do both,’ says the head. Other sports include gymnastics, netball, swimming, basketball, fencing, rounders, athletics, tennis and badminton. Some girls feel sport can be a bit elitist. ‘You start out with A-E teams in year 7, but now we’ve got an A team and half a B team – if you’re not in those, you don’t get anywhere near as much attention,’ one complained, although others disagreed. Sports tours to eg Barbados and America.

Ethos and heritage

The school was established in 1710 under the will of Lady Eleanor Holles, daughter of John Holles, 2nd Earl of Clare. This makes it one of the oldest girls’ schools in the country. It began life in the Cripplegate Ward of the City of London, then moved to other premises in the City till 1878, thence to Mare Street in Hackney (that building now houses the London College of Fashion). The current school, purpose-built and designed in the shape of an E, opened in 1937. Such a long history is scarcely uncommon in many of our great public schools but rare in girls’ schools. A palpable pride underpins the place. The staffroom has seen many distinguished names. They include Pauline Cox, former head of Tiffin Girls', Margaret Hustler, former head of Harrogate Ladies' College, Cynthia Hall, former head of Wycombe Abbey, and Frances King, former head of Roedean, who all taught here.

Very long, horizontal, featureless and functional, the two-storey main building doesn’t delight the eye but then again, it doesn’t offend either. Inside, the corridors are wide, the rooms are light and everywhere is well-kept. Some areas are somewhat hospital-like, with lengthy corridors and polished wood floors. Latest addition - Gateway Building in 2018 - saw refurbed sports facilities plus new activity studio and ergo room as well as state of the art product design and computing suites. Big main library is well stocked. Lots of innovation in the cookery room – we saw girls were making their own versions of Bakewell tart. Excellent sixth form centre features small teaching rooms. The sixth form library is notable – light and overlooking the pitches – and includes more mature books and careers and university materials, with neat tables for study and rows of PCs. Nice sixth-form café and common room too.

Girls are well turned out and the sixth formers look fresh and neat in casual dress. A sense of order and high expectations pervades throughout. It’s cool to be clever and cool to be sporty. Strong links with Hampton School – just across the playing fields – including in careers and university preparation and increasingly for extracurricular clubs. ‘It almost feels co-ed without having the distraction of boys in the actual classroom – what could be better?’ delighted one parent.

Notable old girls include Lynn Barber, Charlotte Attenborough, Carola Hicks, Annie Nightingale, Saskia Reeves, Jay Hunt and Gail (University Challenge) Trimble.

Pastoral care, inclusivity and discipline

Much praise for the pastoral care system – a clear structure and everyone knows who to go to. Teachers described as ‘supportive mentors’. One parent whose daughter needed significant time off called the ongoing support from afar ‘incredible’. No noteworthy sins of the drink/drugs/fags kind and minor bullying problems are dealt with swiftly. A culture of openness means that it’s all right to tell someone if you’re not happy. Good buddying system, plus a great cyber mentor system, which involves sixth formers being trained to go into classes without teachers to discuss any online problems. ‘The training means they know when a line is crossed and they report it to us to intervene,’ says the head. In fact, e-safety overall is taken very seriously here, with a dedicated e-safety officer. Two school counsellors available throughout the week. Plenty of talks on how to cope, including around exam time, and school wants to increase its offering around specific mental health issues. ‘I think we’re at the point we were with bullying 10 years ago – in that it’s time to bring it out of the closet and admit it’s okay to have issues and deal with them. It’s about de-stigmatising,’ says the head. Despite the school’s reputation of being highly pressurised and hothousing the pupils, it’s the girls who seem to be the ones putting pressure on themselves. ‘It’s just the culture of the school,’ one girl told us. House system is a big deal here - there are even inter-house jigsaw competitions. Girls like the inter-year friendships this leads to, although some girls told us cliques can be hard to penetrate.

Low-level misbehaviour, such as forgetting homework, leads to a ‘pink slip’. Three of those in a half-term and you get a strongly worded letter. But it’s more carrot than stick here, with rewards of sweets if you don’t get any pink slips and a class pizza lunch if your class does particularly well in something eg charity work.

Who wouldn’t this school suit? Girls who aren’t prepared to try new things (this matters more than whether you’re good at it) or who aren’t willing to work hard, said the girls we met. Food much better than it used to be, girls told us. ‘There’s loads of choice too - you can grab a sandwich or have a full-on hot meal.’

Pupils and parents

Parents tend to be much like the pupils here – academically brilliant, with a go-getting attitude. Not all super-rich, with many parents holding down a couple of jobs to pay the fees, something that the school values as enriching the school community. ‘There aren’t as many very wealthy families as I thought there’d be when I joined,’ says head. Lively PA, called the Friends, is open to both senior and junior school parents. Mainly white British, although younger years are more ethnically mixed, with the second biggest ethnic group being Asian. From a wide area – Ealing, Windsor, Woking, Wimbledon and Chiswick, and all points in between. Public transport links aren’t great, but an impressive coach map shows the multitude of routes they cater for (joint with Hampton boys’ school) at the beginning and end of the school day (some later to cater for girls who do clubs) and which 50 per cent of the girls utilise. The rest walk, cycle or dropped off. Lots of parents have boys at Hampton.

Money matters

Drive under way to increase the number and value of bursaries. Means-tested and reviewed annually. Academic scholarships worth up to 10 per cent of fees at 11+ and sixth form level. Music scholarships up to 10 per cent. At A level, academic, music, art, drama and sport scholarships available – each worth up to 10 per cent of fees. Music exhibitions worth up to 7.5 per cent – and that’s at 11+ and A level.

The last word

This is a school that bangs the drum very loudly about empowerment, constantly reminding girls they can do anything if they put their minds to it – and they excel in giving them the tools to achieve that. Not for the fainthearted, the girls work hard – and we mean hard – but they play hard too. If your daughter has the potential to be a determined, committed learner with a can-do attitude, this could be her ticket to a highly successful future.

Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

The school caters particularly well for gifted and talented children for whom our normal school curriculum is designed. Additional provision is made for the exceptionally gifted or talented child. The selective nature of the school entrance test means that all pupils are able to follow the same curriculum, but the school does provide short one-to-one courses of learning support, when needed, for those with specific learning difficulties such as dyslexia and dyspraxia, the cost of which is additional to the normal school fee. Pupils with physical disabilities can be accommodated depending on the severity of their condition: there is wheel-chair access to most parts of the school. Special educational needs are always dealt with on an individual basis and enquiries about the level of provision that can be offered are welcome. 09-09

Who came from where

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