St Albans High School Prep A GSG School

What The Good Schools Guide says

Head

Since September 2023, Mike Bryant BA MA FCCT, previously deputy head academic at Newton Prep for four years. He has also worked in St Dunstan’s College Junior School, where he rose from class teacher to deputy head academic, and St James’s CE Primary School London as a class teacher. Grew up in Sevenoaks, where he attended the Skinners’ School before reading French and German at Nottingham. Gained his teaching qualification in primary education, and later an MA in education, from IoE (part of UCL).

His office, albeit among most pristine we’ve seen, offers a few clues as to his love of sport and Harry Potter, and it’s clear the girls hold it in the highest esteem – ‘Mr Bryant sometimes invites us in there and that would never have happened before he joined the school,’ said one. The girls also like that he has increased the level of responsibility given to year 6s, his current pride and joy being a blue box that’s fast filling up with written applications for pupil council. These hopeful girls are all put in front of the whole school ready for their peers to place their votes. Sounds terrifying to us, but Mr Bryant assures us these are ‘important lessons and I’m very keen for the girls to throw their hat in the ring and not be scared by the challenge or the risk of not being successful’.

Parents approve of him, saying he ‘knows all the girls’, ‘gets them really excited about school’ and is ‘often seen at the fixtures and tournaments – he gets really involved.’ ‘Good at coming up with fresh ideas and asking us for ours too,’ added one.

Lives a 10-minute walk from the school, in Wheathampstead, with wife, Victoria, a primary teacher, and their two young boys, Zack and Jake. As she is also a baby sleep coach, we can only assume bedtimes are a doddle. A keen cricketer, he played first XI Kent League cricket for Holmesdale CC for 20 years and has recently moved to Wheathampstead CC. He has also coached and managed junior club cricket in Kent and played as an overseas player in Melbourne. Gets stuck in at school too, where he coaches the very popular cricket club.

Entrance

Oversubscribed and highly academically selective at all points, with main entry at 4+ (two forms) and 7+ (three forms). For entry into reception, girls are assessed in an informal multi-task morning session which follows a ‘playdate’ familiarisation session for parents and their daughters to help ease any nerves (the parents’ or child’s, we wondered). For year 3 entry, girls spend a day at the prep including online assessments in English, maths and reasoning, a writing task, lesson experience, outdoor team activity and interview. Worth enquiring about occasional places, although there are waiting lists in some year groups. School adamant that they are not looking for girls who are pushed, prepped or tutored.

In 2024, the St Albans Education Group (of which the senior and prep are the flagship schools) merged with local Stormont School, but insists the latter will retain its individual ethos.

Exit

Typically, 80 per cent move up to the senior school at year 7, the rest mainly to state (eg Dame Alice Owen’s, STAGS, St George’s in Harpenden) and boarding (eg Haileybury). Habs and NLC occasionally feature too, as does St Columba’s – all schools the head is ‘developing ties with’. Early heads-up if it’s felt a girl won’t thrive in fast-paced senior school but gone are the days of a tap on the shoulder, with head now sitting down with every parent. Occasionally one or two are advised to look for pastures new, say parents, ‘but it’s never a surprise’. Nineteen scholarships in 2024, 17 of those for the senior school.

Our view

Your tot will be firing on all academical cylinders from the off, while those who join after reception will most certainly notice a faster pace than in their previous school. ‘It’s the reason we moved her,’ we heard time and again from parents unsatisfied with the intellectual stretch at their child’s last school, while those whose daughters started their educational journey here told us the academics were the ‘singularly most important thing’ in their school search. Not, then, for the faint-hearted – and a few do leave along the way if it all becomes too much.

Small class sizes max at 20 in reception, 24 in years 3 to 6. No setting ‘as all pupils are expected to access the ambitious curriculum’. French taught from reception, Mandarin from year 4. Specialist teaching in both, along with art, computing, sport, music and science throughout, with girls moving around for different subjects from a young age, although they remain with their form teacher for everything else. As it’s a through school, there’s no need for exam prep in the upper years – ‘The extra curriculum time means the girls hit the ground running in year 7,’ raved a parent, although the school points out they still do ‘rigorous testing’, it’s just that they avoid the ‘pointless and limiting’ repetition of verbal and non-verbal reasoning. No regurgitating of how to do the perfect comprehension either – instead, we saw girls analysing texts they were clearly enjoying, while the maths we saw was a world away from the drudgery of endless problems set in a text book, with girls working in collaboration with others to solve multi-step and real-life challenges.

Science pulled out as ‘exciting’ and ‘thought provoking’. All takes place in the superb modern lab which we found by following the stench of boiling milk and vinegar which goggle-wearing girls were mixing and filtering to form curds they could mould like plasticine. In years 5 and 6, girls also follow an engineering project, from the design stage through to modelling, evaluation and refinement – the 3D printers were producing the device holders the girls had designed. The school’s annual BookFest is popular, drawing visitors from the local community to hear from authors and take part in a day of activities.

These are bright girls and the teachers have their work cut out, but we saw them creating sparky interaction in the classroom and stretching them in all directions with stimulating multi-sensory learning. One mother told us, ‘I already knew my child was bright but even so, she’s talking about fractions in reception and writes full sentences with punctuation – she’s miles ahead.’ From year 2, girls have access to independent iPads; from year 4 they get to take them home. Homework levels ‘sensible’, say parents, with 20-40 minutes of independent study most evenings, and watch this space for independent research projects being brought in – a kind of HPQ for primary age. Minimal cross-curricular topic work, however, because ‘the girls need to learn that being a historian requires different skills to being a geographer’.

Notching up achievements is part and parcel of life here – the year 6s recently came fourth out of 64 schools in a maths competition, along with bagging golds, silvers and ‘bucket loads’ of bronzes at a primary maths challenge. The girls regularly get ‘highly commended’ in the BBC’s 500 words challenge, and some girls had recently smashed it in a debating competition at Beechwood Park. All this in addition to a staggering number of music and LAMDA exams.

Assemblies are considered a key part of learning. In fact, we attended hands-down the best one we’ve ever seen, held by the inspirational senior school head on the subject of AI. Highly entertaining, witty and visual, it was more like a TED talk than the yawn-inducing grind we sit through in some schools. No wonder it had the girls gasping and laughing, then chatting about all things AI for much of the day.

Thirteen per cent are on the SEND register, supported by a part-time (three days a week) SENDCo described by one parent as ‘a king among men’. ‘He quickly works out what make the girls tick and gives them exactly what they need,’ we heard. School caters mainly for mild dyslexia, ADHD, autism and hearing impairments, largely in class but with one-to-ones where necessary (included in fees). ‘Very flexible system for extra help for those not on the register,’ added one mother, who claims the school excels at recognising ‘your child might be amazing at maths but struggles with one aspect like telling the time’. Thoroughness also pulled out as a strength: ‘We had a number of meetings before we accepted her place and they took everything in their stride, even sending her teacher on an off-site training course and helping us apply for an EHCP.’ SENCo works closely with the SEN team in senior school both to ensure a smooth transition and avoid any hurdles that can typically crop up in those older years.

Weekly lessons in music, art and drama from reception, with music shining brightest, say parents. ‘My daughter plays two instruments and sings in a choir,’ said so many that we wondered if it anything less is considered subnormal (nearly 280 girls learn one or more instruments). ‘It’s not uncommon to reach grade 8 by the time they reach senior school,’ we heard. Good breadth too, with girls learning everything from bassoon to harp. A development scheme enables younger ones to join a strings group and older ones a brass group, plus there’s an orchestra and three choirs – some linked with the senior school, exposing these girls to the even dizzier heights they can reach in the future. The school was about to hold a concert with music ranging from Hedwig’s Theme to the Spice Girls when visited, alongside some more highbrow pieces. The year 6 harmonies practice we dropped in on was so spine-tingling that a member of the catering staff, who happened to be present, was reduced to tears.

The art of public speaking is the name of the game in drama, which parents also praise for exploring emotions and teaching key performance skills. The head is bringing in a pre-prep nativity for the first time (previously it was just year 2s) and a year 6 performance. We saw younger girls projecting their voices beautifully in the main hall where they were practising for a class assembly. ‘But the drama doesn’t take over, as in some preps,’ approved one mother.

‘Less art compared to the schools my other two children are at,’ reckoned one parent, but they certainly pack it in, with girls learning the ropes in drawing, painting, printmaking, textiles and sculpture. ‘An afternoon doing graffiti outside was my daughter’s favourite,’ said one parent; another telling us that her daughter ‘loved art so much that she has taken it to another level in senior school’. New art and design studio in the making – a good job too as we felt the current space was rather small and uninspiring.

Sport high on the agenda from the get-go, helped by the prep’s stunning 18-acre site of woodlands and fields. The prep even has its own courses for cross-country and orienteering. Everyone gets two hours a week of PE, with netball, lacrosse, football and cricket the main sports. They’ve been nailing it recently in netball and gymnastics as the current IAPS national champions. Swimming lessons are at the senior school – a short bus ride away – where girls also use the senior playing fields, pavilion and sports hall for the fixtures and events that begin in year 3.

Over 80 clubs, with a non-negotiable expectation to join at least one – not that these girls need persuading. All the staples of art, drama, dance, music and sports feature, plus more niche offerings such as robotics, archery, yoga, fencing, disco and ultimate frisbee. Year 6 pupils build their own racing car and take it to racetracks around the country. For younger ones, Wild Woodland Adventure gets over 80 girls exploring and learning from the school’s on-site woodland, as well as cooking tea around the campfire. ‘I love the hot chocolate!’ shrieked one. Wraparound care available up to 6pm.

Trips to the theatre, historic buildings, exhibitions and nature reserves help bring lessons to life – some girls were off to a synagogue the day after our visit. From year 3, there are residentials, with year 5s having just returned from the Norfolk lakes for water sports. At lunchtime, photos of the year 6 trip to the Isle of Wight were on rotation – you’ve never seen so many ear-to-ear grins of girls doing every kind of adventure possible.

Until 2004, the prep was based alongside the senior school, but it now occupies a spectacular rural site in the village of Wheathampstead, four miles away from its big sister school. An 1840s country house (previously the Polaroid European headquarters and before that inhabited by an army lieutenant) is accompanied by the Lodge (home to music and drama) and nestled among woodlands, lawns, playgrounds and a meadow. We’d been advised to bring wellies, although glorious sunshine meant they stayed put in reception while we watched girls making bug hotels out of the dry mud. One parent recalled her daughter’s class clearing an area in the woods, then building a mud roundhouse, complete with thatched roof – ‘it’s something they’ll never forget’.

Inside, classrooms are roomy and vibrantly decorated with children’s work, some hanging from ceilings. Displays are imaginative – one on ‘When I grow up I want to be…’ catching our eye. There will be no shortage of dentists, engineers, doctors and vets if these girls have their way, although our favourite showed a more indecisive streak: ‘Maybe an author, actor or business owner’ it said in colourful bubble writing.

Several parents told us they thought twice about picking the school ‘because of the perception that it’s all about the academics and not nurturing enough’ but most have found the reality ‘quite different’. ‘Caring without mollycoddling’ is the general consensus. The pastoral team includes a chaplain, school nurse and wellbeing ambassadors, and there’s also a buddy system, playground squad, as well as a school committee that meets fortnightly. Teachers ‘have this lovely way with the girls’, we heard, handling ‘any friendship issues sensibly and seriously’. However, while one parent said the school was ‘brilliant with my very sensitive daughter’, some others felt robust girls fare better and one felt the school could ‘definitely do more to help children who struggle socially’ (which school strongly disputes).

Not everyone can be a winner at sports day and in other competitions, and parents say this message is loud and clear. ‘My daughter can get a bit disappointed about this, but they’ve got to experience failure to appreciate success – that’s life,’ approved one. Independence also prized – ‘The school comms are good but they also expect the girls to tell us things,’ said a mother.

These girls strive to do well, so the school has little cause to impose sanctions but, as the head points out, ‘they’re growing up and will make mistakes – the important thing is to learn from them’. Girls told us the worst they’d seen was talking in class. ‘You miss break or lunch if it happens,’ they grimaced. Rewards include the new celebration assemblies, plus house points (a nice touch is that pupils stay in the same house from reception to 18).

The girls we met were expressive and fizzing – certainly no shortage of chatter at lunch, when a tasty gammon roast was served up (though some chose jacket potato or pasta). We asked them the best bits about the school. Fish and chips, the playgrounds, tinned peaches, clubs and the library, apparently. And the worst bits? ‘That we aren’t allowed patent shoes,’ they decided – and what luck as the head later whispered that’s coming in soon.

Families come from a wider demographic than some of the local independents. ‘They’re as likely to be going on a caravan holiday to France as swanning off to Malaysia,’ said one. Heavy on professions and City; lighter on the ladies that lunch. Not a massively social school, reckon parents, ‘we’re just too busy’. Most are local, from around St Albans, Harpenden, Welwyn and the surrounding villages, a few from north London, some relocating specifically for the school. Some parents more appreciative than others for the constant flow of invitations to get involved. ‘If it’s not Victorian dress-up day, there’s some book fair parade or assembly to attend.’ A good ethnic mix, reflective of the area, though the same cannot be said for the staff (school says it has an EDI strategy to work on this).

The last word

Academically ambitious, forward-thinking and positively bursting with energy and buzz. No weak spots in teaching or anywhere else, with access to the aspirational senior school the icing on the cake. But do make sure your daughter can cope – it’s seriously fast paced.

Special Education Needs

STAHS believes that every child should have equal rights to be included in our educational setting as a valued, responsible and equal member of our learning community. The School is committed to providing equal access for all pupils to the broad curriculum to which they are entitled. We provide a supportive caring community, encouraging each child to achieve her personal best and develop into an independent individual, who has deep respect for others, and is fully prepared to take her next step in her education with enthusiasm and confidence.

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