Cumnor House School for Girls A GSG School

What The Good Schools Guide says

Head

Since 2018, Amanda McShane. Born in the dales, family travelled widely (she attended six different schools before she was twelve, including overseas). Boarding school (Yorkshire), university (Newcastle) and PGCE (Oxford); a drift south after which ‘there was no going back north’. Started career in state schools before becoming head of science at a boys’ prep in Hampton. After that, eight plus years as deputy head at Old Vicarage School in Richmond before moving to Cumnor House Girls’, bringing with her a vision for the school and a passion for teaching and all it entails. In her office, shelves stacked with masks (props for assemblies), trophies and cups bedecked with brightly coloured house ribbons, certificates, and a red teddy. On the floor, boxes of toys and a large giraffe (stuffed) which, as we left, was being restored to its usual location in the entrance hall.

According to one parent, ‘Mrs McShane is everywhere. She is amazing.’ Another told us how, when she (the head) joined, ‘The numbers were falling off a cliff and the school lacked warmth’. That all changed very quickly and the parents we spoke to could not have been more enthusiastic. If heads’ ears burn when parents praise them, Mrs McShane’s must have been uncomfortably hot for several days. For staff, her arrival was ‘transformative’. ‘She trusts us and we have total confidence in her’.

Had she not taught, Mrs McShane would probably have tried journalism. Her love of writing is these days indulged in her blog but one day she might take ‘time to settle down and write a book’. Music is also ‘an absolute passion’. An accomplished flautist and singer, she still performs when the opportunity arises. Swimming and walking provide exercise and fresh air.

On her wish list? More pupils. Ideally a move to two forms throughout the school.

Entrance

Proudly non-selective, around half join reception from the two Cumnor nurseries. Other places are offered on a first come, first served basis. Further up the school soft assessment ensures pupils who join will thrive. Small class sizes are a priority. Catchment area is expanding. Minibuses ferry children from Tooting, Clapham, Streatham, Balham, Coulsdon and South Norwood and various points in between.

Exit

Premature leavers usually due to relocation or to avoid the 11+. Vast majority stay and, for a non-selective school, the results are impressive indeed. Girls sit an average of three schools. In 2024, 13 girls received 30 offers from a wide number of selective independent and grammar schools with 16 scholarships awarded. Most popular recently Reigate Grammar, Caterham, Epsom College, James Allen’s Girls’ School (JAGS), Sutton High, Croydon High, Royal Russell, Woldingham and Wallington High.

Our view

Set in six acres on the exclusive Webb estate, a residential conservation area near Purley, first impressions might be that this school had delusions of grandeur. Those impressions could not be more wrong. This is a wonderfully down-to-earth, unpretentious school that does a great job with the pupils in its care. Nods to tradition (boaters, berets and blazers) sit happily alongside modern developments (coding, Mandarin and football). The balance works well.

The main house (built as a school in 1910) originally accommodated 25 to 30 pupils. Despite draconian building restrictions in force on the estate, the school managed to secure planning permission to extend and add the classrooms and facilities that enable it to house and educate in excess of 130 girls with room to spare.

Four separate entities make up the Cumnor House schools: two nurseries, Cumnor House Boys’ and Cumnor House Girls’. All were acquired by Cognita in 2010. Head is positive about the advantages of this arrangement (especially funding for new initiatives and shared expertise).

Pupils reflect the racial and cultural diversity of the surrounding area and the school celebrates the richness this brings and all the benefits it confers. Parents tend to be local (within five miles) increasingly both working, with ‘lots in the medical profession’, we were told. Fathers more involved on a day-to-day basis than at many schools we have visited, but still a minority at the school gate. Wraparound care available from 7.30am (those arriving by 7.45 get breakfast) until 6pm. Morning drop-offs cleverly managed with members of the senior leadership team (often the head) greeting girls by name as they spill out from the (often, but not exclusively, large) cars that pull up briefly at the front of the school. All very calm and civilised.

For several years, the girls’ school was considered the poor relation when it came to the two preps, but no more. Different sites, but shared aims and policies, same schemes for maths and English (texts may vary), and equal (but not identical) opportunities. Parents appreciate the change. ‘Mrs McShane has pulled the girls to parity,’ one told us. The only contrary evidence: the boys play hard ball cricket, the girls play soft ball. Some adjustments take longer than others.

School websites often promise much but here, even on a grey January morning, the site was more intriguing and attractive than the stills on the website suggest. Not too pristine, but interestingly laid out with thoughtful and colourful, as well as practical, outside spaces. On the far side of the playground we saw new planters, ready to be filled by green-fingered girls when the days grow warmer. At playtimes, although there are rotas for some areas of the playground and the grass was temporarily out of action, what struck us most was the way in which girls, big and small, played and interacted together. A buddy system across the school encourages this and invitations to birthday parties from younger girls to their older buddies are not unheard of.

Cumnor Girls’ is a talking school where, right from the start, ‘oracy is massive’. Girls are encouraged to communicate, to express themselves confidently and succinctly. Creativity, collaboration, problem-solving and resilience are encouraged. The girls we spoke to were certainly a credit and the topics they raised, the stories they told, were wide-ranging and at times hugely entertaining.

The 11+ process here appears calm and relatively stress free. Transparency and effective communication mean parents are confident. One girl told us, ‘I felt very prepared,’ and others nodded in agreement. Tutoring happens but often just kicks in over the summer holidays in year 5, ‘to maintain momentum.’

The school’s values - courage, compassion, endeavour, integrity and belief – are collectively known as the Cumnor Way. Girls are encouraged to know, understand and follow these at work and at play. Manners matter and, if necessary, a gentle reminder – ‘I think you forgot to say/do something’ – does the job. When it comes to discipline, the focus is always on encouraging and supporting positive behaviour but there are clear strategies for dealing with minor infringements of the rules, persistent disruption or more serious misdemeanours. Plenty of rewards, awards, certificates and even a head’s commendation for those who do the right thing.

Caters for girls of all abilities and pupil progress is reviewed regularly to catch any who may be falling behind, at which point action plans are put in place. The school provides for range of mild learning needs most of which are addressed within the classroom or in the form of targeted interventions offered through booster sessions and nurture groups. Just under ten per cent were in receipt of some form of support at the time of our visit. Curriculum modifications enable pupils identified as gifted and talented to be challenged while scholarship groups further stretch and extend those for whom it is appropriate.

No on site counsellors but a clear strategy in place for dealing with any concerns. Pupils take the termly PASS (pupil attitudes to self and school) survey, enabling staff to identify those who may be struggling emotionally, and the SENDCo runs wellbeing sessions with pupils when appropriate. There is a deep understanding of diversity and a strong sense of belonging that was apparent from our conversations with those who form this happy and inclusive school community. Staff are conscious of the need to balance the girls’ religious and cultural beliefs with lessons and topics that prepare them for life beyond the school gates. A few parents explained how care is extended to them too and how supportive the staff have been at difficult times. ‘Above and beyond,’ we were told.

Reception (two classes of nine) had come together to investigate solids and liquids when we wandered in. Having observed ice turning into water, they were now clasping chocolate buttons between their palms to see whether the same melting process could be replicated. It could. The highlight of the experiment was undoubtedly when they were told they could lick the resulting mess off their hands. Just one or two who either must have had cold hands or were a little reluctant to get messy. They ate their buttons anyway.

Girls from year 3 enjoy weekly food tech lessons. Wearing their white chef hats (a compulsory uniform item), girls listened attentively to an explanation about how milk can produce cream and then butter by incorporating air and separating fat molecules from the liquid. Using bowls and whisks or glass jars with a couple of marbles in (who knew that was even an option?), the girls gasped audibly as they transformed cream into butter. That done, batches were flavoured with garlic, oregano or simple salt and pepper and then applied to crackers and devoured with enthusiasm.

The gym, spacious and pale-floored with cheery splashes of red (wall bars, beams and skirting boards) was, when we visited (on an icy day with temperatures well below zero) bitterly cold. ‘It’s a boiler thing’, one of the girls advised us, ‘we just wear lots of layers.’ The library, by contrast, was a haven of warmth. Small but snug and with plenty of books and scatter cushions. Rotas for those who want to use it during playtimes. ‘We can donate books, too,’ one of our guides told us, but added that she never had.

For such a small school, Cumnor Girls’ punches above its weight in sports. As well as the gym, the school benefits from a large expanse of grass and ‘the muga’ (multi utility games area) where girls play netball, hockey and cricket (one per term) and football (‘sometimes’). Girls compete (with noteworthy success) in inter-house, local, regional and national school events. All year groups have a PE lesson each week (lots of fitness and running) plus a sports afternoon from year 3. Ballet for reception and years 1 and 2. Cross-country takes centre stage in February with the ISA national qualifiers up for grabs. Weekly swimming lessons for all and squads, often twice a week, for some. Life-saving skills taught to older girls. Head of sport aims to grow fitness, cross-country and cricket. Parents pleased with the number of fixtures and the fact that each girl’s achievements are celebrated, not just those of the A team stars.

An abundance of clubs - mindfulness, fun maths, wellbeing, journalism, debating, Hama beads, coding, Bollywood, chess, Lego and more – means there is something for everyone. Add in the choirs, music, drama, art and sports clubs (some by invitation only) and you have a very busy extra-curricular timetable. Only a few held at lunchtimes, thus ensuring play times are ring fenced for socialising and, yes, for playing. Vast majority included in the fees but a few involve outside providers who charge. Brownies and LAMDA also on offer.

Three choirs and an orchestra. Girls participate in festivals and workshops and perform at a local care home. An instrumental scheme funded by the school provides all year 3 girls with a weekly instrumental lesson, taught by specialist teachers. The annual house music competition is eagerly anticipated: one song, four interpretations organised and choreographed by year 6 pupils.

The chef of 15 years’ standing arrives at the crack of dawn to bake cookies: ‘chewy and melty in your mouth,’ a girl informed us. Parents enthusiastic about both chef - ‘she is just so kind’ - and her food which is ‘fresh, imaginative and tasty’. Girls who lack confidence to try new things are gently encouraged (stickers are available).

Money matters

Fees are competitive and fully inclusive.

The last word

Academically ambitious for its pupils, but not at any price, Cumnor House girls are offered a huge range of opportunities, enabling each to find her metier. Manners and respect for others are prioritised and the head and her staff are invested in, and emotionally connected to, the pupils. ‘You just know, when you join, that you are part of something special,’ a delighted parent of a very small girl told us. As we parted, the head stated, simply and quietly, ‘I love my school’. We loved it too.

Special Education Needs