Berkhamsted School (girls) A GSG School

What The Good Schools Guide says

Head

Since 2022, Emma Watson, previously deputy head of sixth form, having joined the school in 2018. Flew into teaching career via helicopter – and yes, she was in the driving seat. Having attended an all-girls grammar in County Down, she got an army bursary to read aerospace engineering at Manchester, followed by seven years in the Army Air Corps as a pilot and flight commander, with tours to Iraq and Afghanistan. Realising it was the ‘people part’ of the job she ‘preferred to flying helicopters’, did PGCE at Buckingham. Has taught at Stowe, Harrow and Wycombe Abbey, where she was a boarding housemistress. MBA from Salford. Also a Graydin-trained coach.

Since joining, this stylish, businesslike head has been working closely with the school psychologist to help girls with issues such as avoiding perfectionism, encouraging more risk-taking and improving resilience. An inventive move. ‘The girls are very brave on the high wires and sports pitches, but we need more of that in the classroom.’ Her previous in-house role means she knows the school well, though efforts to be visible are arguably work in progress, according to some parents and pupils.

Lives in Great Missenden with husband Jamie, who works in pharms, and their two daughters, at pre-prep and prep. Plays netball and reads ‘when I can’ – fiction in term time, non-fiction in holidays, currently The Rose Code by Kate Quinn (about Bletchley Park) as part of the principal’s book swap scheme for staff.

Head of co-ed sixth form since 2017 is Martin Walker. Previously housemaster at Harrow, has also taught at The Perse. French and German degree (subjects he still teaches) from Nottingham. Believes the sixth form stands out for growth mindset, quality of teaching, focus on metacognition and independent vibe. Lives in Berkhamsted with his wife, who works for the NHS, and two children, both at the school.

Principal (of the six schools in the Berkhamsted Group) since 2016 is Richard Backhouse, previously head of Monkton Combe for 10 years. Educated at Cheam and Marlborough, followed by Selwyn College Cambridge, where he read economics. It was during a gap year teaching sailing and skiing when the teaching bug took hold: ‘I was fizzing after my first morning with the feeling you get when you take a child from “I can’t” “I just did”.’ Rose through the ranks at Oundle and Bradfield. Though he’s tucked away in an office on the high street, parents nonetheless have a strong sense of him, probably thanks to his frequent presence on match days and school events, as well as his ‘motivational speeches’. ‘He wants to give the kids a really positive experience that will help shape their whole life,’ enthused one parent. Married to Debbie, with two adult children – and despite multiple offers for a caravan when his house was demolished to make room for the new sixth form campus, the family has settled half a mile away, with the cycling helmet hanging on his door a clue to his preferred method of transport. Cites skiing, sailing and gadgets among hobbies, and admits to regularly gnashing his teeth in support of Southampton FC.

Entrance

School has diamond structure, so prep and sixth form are both co-ed, with single sex education in between. Eighty places up for grabs for girls in year 7, joining the 40 prep school girls moving up (no entrance exam for the prep pupils from 2025 entry into senior school). A few places at 13+, but not an official entry point as it is in the boys’ school. Around three applications per place. Academically selective, but not frantically so – certainly not on par with the local grammars, which many of these girls will have also gone for (some pass, some don’t quite make it). From 2024, a longer but less cut-throat assessment day will feature ISEB exam (English, maths and VR), interview and character-based activities to measure things like teamwork and critical evaluation. So, school looking for spark, not just raw scores. Siblings largely accommodated provided they reach minimum standards.

Around 60 (generally two-thirds girls, one third boys) join at sixth form – they make up a third of the cohort. Candidates (including existing students) need 43 points including at least a 6 in subjects to be studied (a 7 in some subjects and, for maths, an 8).

Exit

Around 15 per cent head off after GCSEs. Vast majority of sixth formers to uni, half to Russell Group. Exeter, Nottingham, Bristol, Leeds and Nottingham Trent popular. Wide range of courses, with economics, business studies, psychology and sports trending. Recently appointed head of international admissions – numbers are increasing year on year. Sometimes some degree apprenticeships to the likes of JP Morgan. In 2023, five to Oxbridge, and one medic. Note these stats apply to whole sixth form (so the boys’ school too). Unanimous verdict of careers advice is ‘excellent’, including lots of career talks from both younger (mid-20s ‘so they can relate to them’) and older OBs, among others.

Latest results

In 2023, 65 per cent 9-7 at GCSE; 40 per cent A*/A at A level (74 per cent A*-B). In 2019 (the last pre-pandemic results), 65 per cent 9-7 at GCSE; 47 per cent A*/A at A level (79 per cent at A*-B). All results are combined with the boys’ school.

Teaching and learning

‘School seeks good results but, more than that, the development of the whole child,’ summed up a parent. So, leadership training, enrichment, encouragement around extracurricular and one-to-one coaching all in a day’s work. Girls are shown how to constantly reflect, evaluate how they learn, and carry lessons learned into all areas of life. They write their own reports, set their own targets and lead their parents’ evening (called learning consultations).

No off-the-peg teaching, insists head. ‘Our coaching framework means we work with motivation, which is bespoke to that particular class. I teach maths and if I spot reluctance around competition, for example, I might try to normalise that through quizzes.’ Classes of 20-22 (24 max) get smaller further up the school. Teachers shared across the boys’ and girls’ schools, although they are not gender blind. Current push on STEM, for example, includes upcoming networking event ‘with plenty of female industry representatives’. One parent, with children at both the boys’ and girls’ schools, felt that ‘girls’ teaching is definitely more nurturing’.

Parents feel the school is becoming more academic, but perhaps still not the best place for Oxbridge wannabes, although school points out numbers are growing. But the pace isn’t for the faint-hearted. ‘Constant testing,’ report the girls, ‘although you get used to it.’ We saw several year 11 classes getting their mock papers back and nobody looked disappointed. In other classes – biology, maths, English among them – we saw teachers bring subjects alive via video clips, quick-fire questions and amusing anecdotes – not a yawn in sight.

Setting only in maths from year 8. Good language provision, with two out of French, Spanish, Latin and Mandarin chosen in year 7. GCSEs strong across the board, with a recent spike in PE results. Girls take between eight and 11 GCSEs (includes triple science and further maths at top end, and ability to drop a language for a handful who struggle with them). All girls take either the HPQ or school’s ‘learning pathway’. Students use Surface devices, so no lugging around of textbooks, though handwriting not neglected.

At A level, co-ed sixth form feels like a school within a school. Total of 28 A levels include sociology, media studies, photography and computer science. Around half do an EPQ. Some flexibility around where students spend study periods – even at home if they feature at end of day – but don’t call them ‘free periods’ unless you want to raise the head of sixth form’s blood pressure.

Learning support and SEN

Lots of CPD for teachers ‘because we don’t want SEN support to be a bolt-on’. Every department, eg maths, has a SEN representative who is tasked with staying on top of the latest research and bringing in relevant questions for the SENCo (who is shared across the boys’ and girls’ school). Upshot is that many girls with additional needs don’t need extra support outside the classroom, although learner support groups of between three and seven pupils are quite popular in the younger years, and there are free one-to-ones for those who need it. School says it’s seeing more diagnosed SEN. But no EHCPs when we visited. Dyslexia, dyspraxia, ADHD, autism and processing needs most common. One parent was impressed with how the school re-evaluated its approach to testing with her daughter – ‘They are very open to discussions like that.’ Others said, ‘I get regular emails when she’s done really well and, likewise, when she’s struggled’ and that ‘they have a very holistic approach, with the SEN department, head of house and tutor all in close contact.’

The arts and extracurricular

New head of music reckoned to have given the department ‘a new lease of life’. Was needed, say parents. School wants to increase music scholarship applications: ‘Everyone knows it’s a sporty school but the perception lags when it comes to music.’ ‘The provision is fantastic, the only downside being that the scholars are expected to do everything, and I mean everything, to do with music,’ said a parent. Almost half the girls learn an instrument. Orchestra, ensembles and brass band regularly showcased in assemblies. Lots of competition entries, eg Young Musician of the Year. Recent music tour to Paris.

‘I love the plays!’ exclaimed one girl. ‘Devises in front of an audience in a professional theatre, opportunities to help backstage, a strong sense of togetherness and just really good performances – what’s not to like?’ Quite. Well-liked head of drama, a one-time West End actor, with reputedly enviable contacts. Every year group does its own annual production, plus a whole-school one, recently Little Shop of Horrors. Big take-up for LAMDA.

Girls drew the short straw over the boys with their art facilities, but their two rather uninspiring studios are next in the queue for refurbishment. Broad range of styles and mediums – textiles, installations, ceramics, painting etc, so plenty to get your teeth into. Photography A level available on boys’ campus. A few girls felt art could be ‘more engaging’ in the earlier years. Two DT workshops where students were making CAD clocks. In food tech, lemon cheesecake was on the menu.

Size and strength of CCF outstanding for a girls’ school. Around a quarter sign up. Most do DofE bronze, decent numbers do gold. The last hour of Monday afternoons (Wednesdays for year 10s) is for clubs and societies. Among the 57 options are chess, jewellery making, card games, coding and debating. Masses of trips here, there and everywhere. Most of the above (except for anything on curriculum) is co-ed.

Sport

Lacrosse and netball bring home the most silverware – and we’re talking tons of it – plus, increasingly, cricket. Football on the up – ‘How could it not be after the success of the Euros?’ points out head (a few girls play high-level football outside school). Gymnastics increasingly scoops up awards too. As with the boys’ school, sport is massive here, but ‘being less sporty is not the badge of dishonour it once was,’ felt one parent. One girl told us she hated sport, ‘but it doesn’t ruin my day as they try to make it fun.’ Some great opportunities for older ones to coach the younger ones. Good breadth too, including at sixth form when choices include Zumba, archery and walk and talk. A few grumbles about bottom sets and teams getting ‘less attention and priority while the top ones get all the best pitches and more respect’. ‘It’s neglectful as how else will we progress?’ lamented one. Some girls play national level netball and lacrosse, and there are some elite swimmers too.

Impressive onsite facilities include 3G lacrosse practice area, netball courts and large sports complex with sports hall, gym and pool. Sports fields a five-minute ‘muddy’ walk away at Chesham Road. Outdoor ed area on pre-prep campus (but used by all), complete with high ropes and dedicated team running everything from Nordic walking to bushcraft.

Boarders

Current push on flexi and occasional boarding (available from year 7, and weekly from year 9) – school even encourages the girls to give it a go with a friend! As it is, three-quarters of boarders are full-time international students in sixth form. More integrated than they used to be, say parents – some even have sleepovers with their (day pupil) friends. Pretty even gender split – each has a large residential house a short walk away from each campus. While there are only occasional weekend outings (ice skating, cinema, Bicester Village etc), girls seem happy enough to fend for themselves – they enjoy the local restaurants, cooking in the kitchen and hanging out in the common room or study room. Boarders get full use of school’s sports facilities, and sixth formers can also venture into London on Saturdays. We saw mainly Chinese students heading back at the end of the school day but there is a smattering from other nationalities including Middle East, Thailand, Ukraine and Afghanistan. All single or double rooms and – unlike the boys’ – a bonus is that they’re all ensuite. ‘Staff are just lovely – she refers to one as her boarding mum,’ said a parent, who added that they’re ‘brilliant at comms, including sending photos of things I can’t attend’. Boarding great for teaching life skills too, we heard – ‘She had never unloaded a dishwasher or stripped a bed, and does all that now!’

Ethos and heritage

Very much integral to the smart commuter town of Berkhamsted, the school’s two campuses sit astride the pretty high street and the boarding houses and principal’s office are dotted around town, yet in its entirety, school has a totally cohesive, integrated feel. The historic Castle Campus houses the boys and the sixth form, while the more modern Kings Campus, a brisk 10-minute walk away, is base camp for girls. Clever transition between buildings on Kings Campus mean that you don’t even need to go outside except to get to the drama and sports facilities, though girls enjoy the grassy quad. Standout facilities include super double-height dining room (where we can vouch for the food being decent and reportedly better than at the boys’ school) and sports centre. Attractive modern chapel, classrooms well equipped, corridors spruced up with colourful posters and noticeboards. Sixth formers use both sites, and from 2024, will have their own separate campus too (adjacent to the boys’ site), with collaboration spaces, entrepreneur hub (some sixth formers already have their own businesses), café and classrooms that convert into an exam hall ‘to keep the space familiar’. School feels safe, vibrant and busy. ‘But it can be tiring, they squeeze a lot in the day,’ cautioned a parent.

Pastoral care, inclusivity and discipline

Proactive pastoral approach includes the aforementioned coaching delivered by tutors and a solid vertical house system that gives a big-sister feel. Parents talk of a ‘family feel’ where ‘girls are known individually’. Lots of talks to keep eg eating disorders and self-harm at bay, and parents are educated too – most recently via a talk by Dr Kathy Weston. Counsellors, nurses and chaplains mean girls always have someone to talk to – all are overseen by a behind-the-scenes (except for critical cases) psychologist. The head had just been working with prefects when we saw her, on how to listen and triage etc, ‘mainly so our student leaders are not taking on too much of a safeguarding burden’.

School’s coaching approach extends to behaviour management – so learning from mistakes trumps trad sanctions such as writing out lines. ‘By the time our girls have accepted responsibility for what they did, they are ready to repair the harm done and move forward,’ says head. School always willing to reconsider rules for rules’ sake, eg girls no longer have to tie hair up. ‘But they mind about uniform and make-up unless it’s subtle,’ said one girl. Barely any temporary exclusions and no permanent ones recently. School takes strong anti-drugs stance (while not a common sight, sniffer dogs are not unheard of) – suits parents, who are mindful of the risks of growing up especially in an area where ‘there’s often some sort of gathering or party at the weekends for the older ones’. Not that all girls are living it up – in fact, all agree that pupils who might be considered nerdy or geeky in other schools can thrive here.

Pupils and parents

Quite a white (though ethnic diversity is steadily improving), affluent school – certainly no shortage of posh cars, though most travel in on foot, by bike or by the coach load from a 40-mile radius. But parents are friendly and, in the main, grounded, we were told. Sociable PTA. Could be better comms from school, say some, especially about issues ‘such as what uniform to buy when you’re new’. Thriving OB association with regular sporting fixtures against the school, meetings with fellow professionals, reunion dinners and charitable events.

Money matters

Academic, drama, music and sports scholarships at 11+, 13+ and 16+, worth 10 per cent of fees. School has links with Chiltern Hills Academy and its five schools, taking on 11+ leavers into sixth form on full bursaries every year. Other means-tested bursaries available, but only a small number of students take these up.

The last word

Most choose Berko for its broader offering and value added, and we found a solid pastoral focus too. It’s all driven by a coaching mentality that’s really quite impressive in action. Diamond structure suits parents for whom single-sex education appeals, but complete lack of boys is a step too far. All in all, excellent preparation for girls entering today’s ever-changing world delivered by a school that’s quick to embrace the latest innovations in education. A very slick operation.

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