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  • St Albans Girls' School
    Sandridgebury Lane
    St Albans
    Hertfordshire
    AL3 6DB
  • Head: Mrs M C Chapman
  • T 01727 853134
  • F 01727 831157
  • E [email protected]
  • W www.stags.herts.sch.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Hertfordshire
  • Pupils: 1,215; sixth formers: 250 (7 boys)
  • Religion: Non-denominational
  • Open days: October
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 23rd January 2013
  • Previous Ofsted grade: Good on 7th February 2008
  • Ofsted report: View the Ofsted report

What says..

Located in the north of the city, it appears – from the front – to occupy a ubiquitous low level 1960s warren of buildings, but a multimillion pound project means that behind the uninspiring front there are now multiple building works going on. All is a buzzing hub of enthusiastic, independent learners turning out commendable results. There’s a mandate for success here, regardless of ability, with tailor made learning programmes for students rather than a one-size-fits-all approach. In practice, this means huge flexibility around GCSE options, along with seemingly ...

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What the school says...

St Albans Girls School is a high achieving converter Academy specialising in educating girls. Our distinctive ethos and Enterprise focus, ensure that we are uniquely placed to provide an outstanding education for girls from the ages of 11 18, with boys welcomed into the Sixth Form. (NOR 1167. Post 16 = 252).

We are a caring, vibrant and dynamic community and proud of our very strong record in developing the best talents of all students in preparing for lifelong learning. Our students thrive on expert teaching, good quality facilities and a vast range of extra-curricular activities. Our academic results are impressive, we insist on high standards; we expect our students to work to the best of their ability, to behave in a way which shows courtesy to those around them and to wear their uniform smartly. We know that if we have high expectations of our students, there is no limit to what they can achieve, the skys the limit!
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What The Good Schools Guide says

Headteacher

Since 2010, Margaret Chapman BSc NPQH (40s). Educated at the University of Wales, Aberystwyth before teaching geography, geology and ICT and ultimately becoming deputy head at Mill Hill County High School. Moved as deputy head to The Priory School, Hitchin.

Indefatigable on the subject of STAGS, brimming with opinions on all things educational. Sets high standards of behaviour and work for staff and students alike. Believes in teaching staff taking ownership of student pastoral care rather than just academic success and has aimed to empower all members of the school community – including support staff – to create a dynamic, democratic environment. Focused on turning out ‘articulate and confident women who are ready for society and the world of work.’

Definitely not the soft and cuddly type...

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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

Very few of our students achieve less than level 5 at KS2 before entry to the school. We have only 5 statemented pupils but we have over 70 on the SEN register. We do have students for whom we provide support during KS4 so that they can reduce the number of GCSEs and concentrate on their course work. This is perhaps 30 in total. Everything is relative and girls who are not in the top sets often think that they are not academically good although almost all of them are well above the national average. We work hard to build up their self esteem. We have 10% on the gifted and talented register and this covers all subject areas.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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