Pipers Corner School A GSG School

Other features

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.

What The Good Schools Guide says

Headmistress

Since 2007, Helen Ness-Gifford. Studied English at the University of Exeter followed by PGCE from Cambridge. Taught English then became head of year at St Albans High School for Girls, followed by head of English for 12 years at Queenswood School.

Greets us in academic black gown over a modish monochrome dress and we immediately warm to her. Huge study has the largest bay windows looking out to school lawns - the curved window seat running underneath squeezes in about 20 bottoms to give you an idea of size. Head once jumped through this window when a child toppled over an ornamental urn outside and when you’ve met her you believe it - she has this energy. Cream walls and furnishings with a walnut corner desk that faces the often-open door. Head says, ‘I’m not standoffish as a head or as a person. That’s just not who I am. I’m approachable - always have been.’ Sense of fun came into its own with derring-do vlogs to keep pupils’ spirits up during covid.

Knew early on she wanted to be a teacher but initially torn between primary education and English specialism. As a young practitioner became curious about inner workings of a school from marketing and budgeting to designing curriculums and staffing. Though headship wasn’t initially on the cards says the good luck of working with enlightened school leaders paved the way to the top job. Considers teachers the fundamental cog of the school and recruiting good ones key. Tells us, ‘If I can’t appoint, I wait. Getting the right person is paramount. I’ll go to great lengths to get someone if I see that spark.’

Career spent entirely in single sex girl’s education and is clear about the benefits, telling us, ‘Girls and boys mature and develop at different stages so educating separately makes sense. Here girls develop confidence and a strong sense of self aside from distraction.’ Socials with boys’ schools whose values align, including The Beacon, RGS and Harrow, though no longer awkward discos (‘just don’t work’) but debates, challenges and guest speakers which are interactive, more natural icebreakers. A relief for all, we imagine.

Head of Pipers for a remarkable 17 years means she’s watched girls as young as 4 grow up and become young women. One such played Jane Seymour in the school’s performance of Six the week before our visit (everyone was still buzzing, head included). Head tells us, ‘She had a standing ovation after her solo and I just couldn’t have been prouder.’

A woman who clearly knows her mind, she insists on gentle admission process at reception, year 6 (a big intake year- a quirk of the Bucks system) and even later stages. Says, ‘These children just can’t be written off at such a young age. Who knows then what they might become? I’ve had girls who, come to us scraping average and go on to get the best results in the year.’ Won’t give target grades either saying, ‘Over my dead body. I’m not limiting any child to a number. We collect the data but never use to motivate a child. Absolutely not.’ A parent told us, ‘The head was chilled about the 11 plus and we loved that as the stress can be crazy. She knows the exam isn’t the game. Life is the game.’ Regardless, results have risen in head’s tenure as has the school's academic reputation and popularity.

Good at separating work and play; likes to travel, pop to London to see her adult daughter, read and walk. We think she’d be a brilliant walking companion - intrepid, fun, and up for putting the world to right along the way. Married to the school’s head of English, the sounding board for her most off-beat ideas. They live on site with spaniel, Tilly, who is often around school and was even the subject of winning entry for the school Christmas card competition.

Entrance

Full to bursting with waiting lists in most year groups. Small pre-prep with first come first served entry at 4+. Intake swells in year 3 with girls in the most part from state primaries. In year 6, numbers double from 20 to 40 and goes to two form entry. Here entrance is via informal numeracy/ literary tests and a taster morning to see if school is a good fit for the child and vice versa.

All prep girls in year 6 have guaranteed places to senior school, and large majority do go. Mid-January assessment day in the year of entry and offers made by end of February. They’re joined from feeder schools across Buckinghamshire, Surrey and Oxfordshire, including Chesham Prep, Maltman’s Green, High March, Little Kingshill and St Piran’s. Year 7 group size doubles to around 80 and is divided into four forms with deferred entry for year 9 also an option. Assessments in English and maths are ‘a far cry from 11+’, as well as a report from current school and interview by the head/SLT who say they’re looking for a sparkle in the eye and a zest for life. School keen to stress the day is centred around the child rather than parents and older students play a big part in putting everyone at their ease. Historically, a popular choice for girls who didn’t get a grammar place and this is still the case. Head tells us, ‘While our usual ability range is from good average to very able, they may not always have hit the 11+ when they come to us. But we get there; the results are the same in the end.’ Space at sixth form with requirement of six 6s at GCSE and at least 7s in their chosen subjects.

Exit

Automatic entry from year 6 into seniors. Around 40 per cent depart after GCSEs – mostly to boarding schools, co-ed or local grammars. Vast majority of sixth formers to university, 80 per cent to Russell Group such as Manchester, Birmingham and Nottingham. The odd medic and Oxbridge applicant each year.

Latest results

In 2023, 50 per cent 9-7 at GCSE; 48 per cent A*/A (82 per cent A*-B) at A level. In 2019 (the last pre-pandemic results), 49 per cent 9-7 at GCSE; 42 per cent A*/A (72 per cent A*-B) at A level.

Teaching and learning

Pre-prep is housed in a homey purpose-built space with plenty of time in the garden. Inside, classrooms are colourful and cosy with a tiny 8-10 per year at capacity. A sense of fun and adventure underpins the play-based learning while specialist teachers come across to teach dance, drama, music, PE and swimming from the beginning. French taught by a native French (Québécoise) speaker from reception and activities involve designing menus for a café, song performances and role-play. German or Spanish (by far the more popular of the two) become options in senior school. Maths in sets from year 5 and English in year 6 in preparation for senior gear shift. Places in pre-prep go like hot cakes; it’s advised to register two years in advance (first come, first served).

Prep is in the main body of school (bottom floor of Cottesloe Building) which helps smooth transition into seniors. A brilliant sell that both pre-prep and prep can use all school facilities such as swimming pool, sports hall, theatre etc. In addition, prep have their own art studio and library as well as music rooms and a multi-purpose hall for assemblies, performances and events. It would be remiss of us not to mention the most beautiful forest school we’ve yet to come across. In a large section of real woodland (a rarer thing than you might imagine given the name), it overlooks wild meadows and rolling countryside. Children aged 4-11 have freedom and time to explore, learn and imagine in nature. One year 4 pupil asked if we’d like first to hear the trees talk or to play hide and seek? What’s more, suited and booted, they romp and roll in the leaves and commando crawl under branch tunnels, never mind the mud. On the day we visited winter sun streamed through trees casting dappled shadow and the effect was enchanting.

Wraparound care available for all pupils is included within fees in prep upwards, with a nominal charge for students in pre-prep owing to the need for EYFS-trained staff; 6pm pick-up for all.

Pupils hit the road running in senior school as GCSE options are picked at the end of year 8 and if this seems early, it is. School reasons that year 9 focuses on building and entrenching the relevant skills needed before the official GCSE course begins the following year. Girls are then off to a flying and advantageous start. Flexible ability streams from year 7 and within these further setting continues for maths and English in year 7, and science in year 8. Triple or double science are both options at GCSE. Pupils usually take a language (popular international immersion residentials on offer as well as cultural trips to the capital for BFI, Southbank and tapas etc). Further options available in art and design, DT, food and nutrition, ICT, dance, drama and music.

An impressive 23 A level subjects to choose from and students take up to four options. Biology and chemistry have good take up though not enough stay on to study physics (they're often creamed off by grammars and co-eds). New head of science is launching a drive to turn this around by challenging preconceptions about the subject. Modern well-equipped labs indoors but make sure you see the outdoor hexagonal eco science lab with a living roof - one of many of the school’s eco credentials. Maths is a popular A level subject with between 50 and 60 per cent taking it year on year. We watched English A level students captivated by a (v. cool) university lecturer talk about children’s literature, narration and ‘the gaze’ and were pleased to see hands up and minds open. EPQ taken by over half the sixth formers, with recent examples including neuroscience and philosophy.

Sixth form centre is spacious and trendy with neon lights, kitchenette, sofas (even a hammock!) as well as quiet study and ICT suite. A far cry from the dusty shelves of old, the new senior library is vast, sleek and just a bit space-agey. The librarian desks and books are central with break out areas with all the modern technology for collaborative work around the edge.

We found committed strong teachers who are observed/ watch others teach regularly and hone their practice. Many have been in situ for a long time which both pupils and parents find reassuring. Even teachers new to the school are largely mature and experienced. Popular, dynamic head of sixth form also teaches politics (added as A level at request of girls). One student said, ‘She’s brilliant and brings the subject to life for us. And she’s amazing with our university applications, especially personal statements.’

Learning support and SEN

Students with additional needs are offered places if they can meet school’s ability profile and their needs can be catered for within a mainstream setting and classroom. Led by a chartered educational psychologist, the department supports students with a range of needs including dyslexia, dyscalculia, ADD/ADHD, speech and language difficulties and mild autism. Support is offered and tailored to the student's needs for English and mathematics skills in the form of small groups, paired or 1:1, both in and outside classroom. Additional support is offered in the department for social skills and mentoring. Just over 20 per cent of pupils have a SEND diagnosis but access to the department is not dependent on diagnosis but rather liaison with classroom teachers and the IL dept for short or longer term intervention. One parent told us, ‘School was quick to see my daughter needed help which they provided brilliantly. But she never felt different and never felt less. It was never a can’t it was always a can’t yet. She’s gone on to do brilliantly. School was adamant it was a marathon and not a sprint.’

There is specialist understanding in the department about how neurodiversity can manifest differently in girls and, as well as academic support, holistic emotional help is given in terms of self-esteem, life skills and confidence building. Individual provision plans are regularly reviewed and tweaked if needed and good practice is shared throughout the school community with workshops/training sessions for staff and parents. Fees are now chargeable for these sessions.

The arts and extracurricular

The fabulous and sleek arts centre, built in 2016, is a creative hive and could easily serve a city. One parent told us, ‘Our daughter loves drama and the facilities, teaching and productions here are renowned.’ Here are several flexible teaching/ rehearsal spaces, and an enormous theatre seating 280 people (with orchestra pit and pro light and sound tech) for plays and performances which are put on from the get-go in pre-prep. Another parent told us, ‘These are just so professional and everyone goes whether their kid is involved or not.’ There’s also a fully mirrored dance studio where girls can study classical ballet, jazz and modern and an elegant balcony for events. Limelight girls in heaven but plenty of other opportunities to get involved in backstage or box office. The Pipers Radio Academy, with state-of-the-art facilities was introduced in 2019, under the guidance of a parent who worked as a Virgin Radio Breakfast Show host. Students plan, produce, execute, and edit shows which broadcast live at lunchtimes and parents can tune in.

Phenomenal artwork displays demonstrate precocious talent from self-portraits in oils to surreal white ceramic tea set incorporating deftly cast hands. Two full sized kilns in the largest art studio are in constant use. Both textiles and DT available at GCSE and A level; standard of art is exceptionally high and it's the reason some join for the sixth form. Rich curriculum across seniors encompasses everything from fashion design, print making, sculpture, ceramics and installation to contemporary and fine art. Hot tickets for exhibition in summer which showcases highlights.

A variety of instruments on offer in the music department and extra-curricular activities include a gospel choir, jazz band, junior choir and instrumental groups. After school clubs include the usual music, sport and drama as well as origami, rugby, young apprentice and gardening for prep, and tv editing, radio, mini enterprise and a variety of STEAM clubs such as data and coding for seniors. The vast range of options (a whopping 123 for seniors) means there’s something for everyone. For aspiring entrepreneurs the school has both recent and historic competition success at national level. One parent said, ‘I know it’s private school privilege but it’s all this that makes the school such value for money.’ Homework club too for those who don’t want work coming home at the end of the day.

Sport

Key sports are netball, hockey and swimming. A 25-metre swimming pool (check out the bee mural by New York artist, Matt Willey which runs along an exterior wall) means everyone swims weekly, more often for the keen beans. Juniors had recently reached a national swim event while U14 and U16 netball teams got to regional finals. The students use the climbing wall and triple flood lit MUGA to play whatever the weather. Rugby, tennis, equestrian, cricket, football, athletics and rounders also on the curriculum. One parent said, ‘While we might not be considered a sporty school, we do well in matches and there are some truly excellent players, some who compete nationally.’ Competition aside, school sees sport as a springboard to develop skills such as healthy lifestyle, mental as well as physical well-being, sportsmanship, resilience and teamwork.

Ethos and heritage

Pipers Corner was founded in 1930 by Miss Jessie Cross who wanted quality education to be available for all (girls as well as boys). In this spirit, there’s a full means tested bursary in her name. Originally in Chiswick’s Grove Park with just 11 pupils, it moved to Richmond Hill as school expanded and then to Preston in Buckinghamshire to escape the bombs during the Second World War. Has been hidden away down a long drive in Kingshill, a few miles up from High Wycombe, since 1945. Some parents told us they liked the fact girls were away from the town as it meant they could focus on schooling. Others acknowledged it was ‘an artificial bubble or magical land’ and that some girls left at sixth form for exposure to the real world.

The large main white Edwardian building has the sort of character and romantic charm that might inspire an EM Forster novel. To the back, view of well-kept lawns, wooden playgrounds, sports fields and beyond to the astonishing 95 acres of school land. Housed here are reception (a lovely, wood panelled hexagonal atrium), head’s study, school office, conference rooms and some classrooms, though most are in nearby purpose-built buildings. School has benefitted from recent multi-million pound development resulting in new labs, the theatre, library, all weather pitches…the list goes on. The vibe, however, is unashamedly traditional, from academic gowns to the large portraits of previous heads, scholars’ boards and open fireplaces. As well as the long-standing head, there’s a long-serving governing body. One parent told us, ‘We appreciate the stability and level-headed consistency in the management of school.’

Family feel are words often bandied around but at Pipers it's the real deal. Children are encouraged to take responsibility for their own learning but also to take on support/ leadership roles as they move up the school. Senior girls go to prep to read or aid productive play, gowned prefects have designated roles and sixth formers lead clubs and are mentors. Alumni come back, not for fundraising events, but to share their experiences and expertise with the younger generations. An ex-pupil recently returned to speak about her career path at Microsoft.

Pastoral care, inclusivity and discipline

Responding to the increase in need for mental health support since Covid, there is designated well-being hub always staffed by a qualified counsellor. The room itself has a scandic vibe with neutral walls, green plants, calming classical music, mental health books and scent diffusers. Students can come in break-time but it can also be used as a safe time-out space in lesson time, if necessary.

We were impressed with LGBT+ inclusiveness at Pipers. There’s an active society, uniform options (we thought the black and white tartan of the kilts made a fabulous trouser) and even a rainbow crossing to raise awareness. The sixth formers we had (delicious) lunch with in the stylish senior café were keen to debate gender nuance and bias in the literature they were studying and points were considered and salient. One said, 'We love first to discuss and then battle out our views!’ Girls are encouraged to be bold and brave about challenging stereotypes and prejudice whatever form it takes.

The school doesn’t collate information relating to racial identity but we saw students mixing well across the whole school. The mentoring and buddying systems in place where big sisters look after and look out for younger girls. One parent told us, ‘The school has made genuine progress in recent years in its pastoral care and is much more transparent and informed.’ Another parent said, ‘While squabbles and fallouts are part and parcel, they’re sorted out quickly and fairly. Communication with school is good. We felt heard.’ There are termly forums where parents can raise questions and concerns which are genuinely listened to and acted upon.

Pupils and parents

Parents mostly well-heeled though about half are now dual income. Some flashy cars at pick up but certainly not all. While no formal PTA, plenty of fundraising socials and opportunities to mix with other parents, particularly lower down the school. Families can be quite dispersed, coming from up to an hour radius of school and comprehensive/flexible bus routes ferry girls back and forth. We were tipped off that due to bottle neck drive pick-up needs to be timed well - allow extra 20 minutes to beat the buses. Girls are polite and friendly but certainly not mild and subordinate; they’re taught their voice matters and to get stuck in, question and challenge. By so doing, they have the courage of their convictions and a resilience that stems from overcoming adversity.

Money matters

Year 7 scholarships in academics, art, drama, music and PE – worth up to 50 per cent of the fees. Means tested bursaries (which can be in addition to scholarships) available up to 100 per cent. The Jessie Cross Award offers 100 per cent of fees, as well as covering extras such as uniform and trips. This is available to a year 7 student educated in maintained primary school and who shows promise and who will benefit from all the school can offer.

The last word

A tucked away treasure! Pipers Corner is a traditional girls’ all-through school with acres of land and astounding facilities. Abundant learning opportunities and adept teaching provide fertile ground for curious young minds to take root and flourish to their fullest possible potential. For value added, it’s a hard one to beat.

Special Education Needs

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