Talbot Heath School A GSG School

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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

Head

Since September 2023, Tracy Harris, previously head of Parkstone Grammar School and before that, senior deputy head of South Wilts Grammar School. Born and raised in the southwest, with a degree in history and PGCE from the University of Exeter and more recently a master’s in psychology – which ‘gave me insight into the challenges girls face’. She is also an Ofsted inspector and school improvement adviser for local secondary schools.

Less flamboyant than her predecessor, her pragmatic and solutions-driven leadership style has won the affection of parents, with a reputation for listening (recent consultation on agreeing the three values: curious minds, generous hearts, adventurous spirits) and delivering a measured response (much improved comms was mentioned by parents, including new weekly newsletter).

Her office is large and comfortable, with Rwandan artefacts from the Village of Hope the school has supported for years taking centre stage – fitting for such an outward looking school, in which she herself teaches global citizenship to year 7s. ‘I am passionate that the girls leave ready to do good in the world.’ Big focus on pastoral care too, which ‘underpins everything we do’.

Lives locally with her husband and their daughter (in pre-prep) – hopefully at some distance from neighbours since the whole family plays in a brass band, having performed for Remembrance Day the weekend before our visit.

Entrance

Academically selective, around 40-60 joining in year 7 via CAT4 entrance exam, with individual tests including maths and English. Years 8 and above were full when we visited, with some waiting lists. Around 18 join at sixth form, when candidates need five grade 6s at GCSE (with some subject specific criteria), plus interview.

Exit

Roughly a third leave after GCSEs, some citing limited A level options as a reason, and one mentioning a desire to explore wider social opportunities ‘in a new environment’ – although, interestingly, some come back. Most sixth formers into higher education, nearly half to Russell Group universities. Most popular destinations include Cardiff, Exeter, Royal Holloway, Bristol and Bath. Occasional students to Oxbridge. Some to China in 2024; in previous years also to USA (with sport/tennis scholarships) and Europe. Two medics in 2024. Degree apprenticeships are growing in popularity – one to JP Morgan in 2024.

Latest results

In 2024, 45 per cent 9-7 at GCSE; 38 per cent A*/A at A level (69 per cent A*-B).

Teaching and learning

The recurring theme from parents and pupils is the dedication and commitment of the teaching staff. ‘My daughter, who previously hated physics, has come back from school this year telling me that physics is amazing,’ said one. Similar claims were made by sixth form students about biology and French – all examples of going the extra mile.

Parents consider it an academic school, but pupils say there isn’t pressure. ‘It pushes those that want to be pushed and supports those who find it harder,’ summed up a parent. Maximum class size of 20, dropping to 10 in sixth form, but those we visited were far smaller. Setting only in maths from year 8.

Innovation is alive and well. Year 8 computer science drone projects were a highlight of our tour, with girls coding robot balls (‘Spheros’) to navigate around a course. In the design classroom, it was Victorian Challenge Day – girls worked in pairs to pitch Victorian inventions to a panel, honing their research, measurement, writing and presentation skills. Unusually for a senior school, Outdoor Learning forms part of the fortnightly timetable, encouraging learning away from the desk, with plans for a roundhouse – an outdoor living space built from natural resources.

French or Spanish from year 7, Latin from year 8 – although a language is no longer compulsory at GCSE. Most girls take nine subjects in total, around 60 per cent opting for triple science. Geography, history, business studies and RS get biggest numbers; best results achieved in history, drama, chemistry, biology, geography and languages. Flexibility is shown towards high performing sports students, who may be allowed to drop a subject to accommodate, eg tennis academy.

Most girls take three A levels, a few four. Maths, psychology, chemistry, biology and geography most popular, with top results in STEM, languages, history and English. Some would like more breadth – ‘My daughter wanted to do business studies but had to choose economics instead.’ But sociology has been introduced at students’ request, and watch this space for business studies. School will run classes of one – currently the case in French, Spanish and Latin. EPQ taken by 60 per cent. All sixth formers do work experience, which parents say school is ‘very helpful in setting up’.

Homework expectations ‘high but manageable’, say parents. Lots of support, including clinics and clubs, especially leading up to exams. As an Apple Distinguished School, all girls use iPads – we saw plenty of evidence of this. The school is also a regional training centre, so staff act as digital champions.

Learning support and SEN

Thirteen per cent of girls are on the SEN register (the national average), around half of whom receive targeted intervention, either in a group or individually (no extra cost). Dyslexia most common, but school also supports girls with autism, ADHD and broader mental health support needs – and those without a formal diagnosis. No EHCPs. Recent growth in mental health conditions, so lots of crossover with the pastoral department – including new wellbeing room in development, with decorations (eg ivy to decorate the walls) chosen by pupils. Called the Oasis, the aim is for pupils to be able to come here for a breather – and, for those with autism, a place to settle on arrival at school and perhaps drop off their cookery ingredients or do their hair. School says attendance has significantly improved as a result of this, including among girls who previously struggled to get out of the car.

Full-time SENCo relatively new – parents say she seems energised and ambitious, with plans to ‘make everyone’s classroom autism friendly’. Overall, parents describe the learning support as ‘outstanding’ - one mother of a dyslexic child telling us the school brought in specific computer tech to support her daughter’s needs.

The arts and extracurricular

The auditorium in the stunning modern ‘Steam Hub’ can be partitioned into four large teaching or performance spaces (an adult first aid class was under way in one when we visited). When combined it can seat 800, and there’s a main school hall too where a middle-school production of Mary Poppins was in rehearsals during our visit. Directed and run by GCSE drama students (it’s a very popular subject), the lead parts are snapped up by years 7-9. There was a real buzz when speaking to the girls about the upcoming show, and almost everyone seems to be involved. Also popular at A level, when students do a production - Picnic at Hanging Rock this year.

The music hall can host smaller concerts, of which there are several per year. Around 30 per cent of the girls take instrumental or singing lessons in school. Harmony choir open to all and popular; chamber choir by audition. Girls mentioned lots of support to achieve when struggling, such as in grade five theory. One parent described the music block as her daughter’s ‘happy place’, and recent BSO try-outs caused much excitement.

Lots of art up around the school, plus thought-provoking design projects - we liked the photographic depiction of women through advertising. The department boasts expertise in a wide range of materials and techniques – the giant poppy wall particularly impressive. Digital art is explored through Procreate and Adobe, and digital elements are included in all Key Stage 3 projects. Reported by parents to be a ‘highlight’ of their daughters’ timetables.

Pleasing range of clubs run mainly at lunchtimes. Newspaper, art and book clubs popular. Girls are encouraged to start their own too – we met a year 11 girl who started up Warhammer Club. One parent commented that ‘it would sometimes be nice for them to have a free lunchtime!’ Critical thinking club was mentioned by sixth formers for providing ‘really great interview advice and support with university applications to Oxford’.

From the long list of domestic and international trips, skiing (every two years from year 9) gets good take-up, and there is also a summer scheme via Camps International, entailing a month of community work and SCUBA diving in Costa Rica, for those prepared – or able - to raise £4k. Recent more local trips mentioned by years 7-9 include Hampton Court Palace, a living rainforest trip and Harry Potter World, alongside the team building trips at the beginning of the academic year.

Sport

School very much on the map for its sports offer – and particularly proud of steadily climbing the School Sports Magazine rankings (most of the others featuring are co-ed or boys). Both the school tennis and swimming academies attract pupils from a national and international pool (pardon the pun), with current pupils playing at the highest level in British junior tennis and regular international swimming victories to boast. The swimming coach (an England team coach) focuses on performance improvement for less able players, with county, regional, national and international competitions all on the list, suggesting there is a place for everyone keen to swim. The girls talk about netball, lacrosse, athletics and a range of other sports with equal enthusiasm – and the head is keen that all get equal billing in school assemblies. One parent said there is ‘ample opportunity’ for a sporty daughter, but for those less sporty there is not the pressure to join the netball or hockey team that there sometimes is with smaller schools. Another suggested that the practice of picking competitive sports teams from the (paid for) clubs meant those not able to attend clubs may miss out.

Boarders

Weekly and full boarding in bright and ultra-tidy dorms from year 7, and single rooms from year 9. Joined by the rabbit on the loose in one of the common rooms. Largely international cohort, mainly from Hong Kong, China - plus some Spanish tennis players - among the 20 currently boarding, who mentioned enjoying access to the pool and other school facilities at the weekend. No food complaints, but the girls have their own kitchen in case they want to prepare meals themselves. The support of independence is balanced with careful monitoring of late-night studying and encouragement to take part in movie nights, themed nights etc. Recent trips include Castle Comb and Bath. One girl complained about the lights in the shower turning off after 20 minutes, which raises more of a concern over water use than anything else…

Ethos and heritage

Founded in 1886, the school moved to its current site in 1936. It didn’t hurt that the autumn sunbathed the red-brick senior school entrance in light as we arrived. These original buildings form a neat, unimposing exterior masking an enormous, airy building, stretched around a courtyard that hosts the annual birthday celebrations and procession that we were told about by countless children. They remain the heart of the teaching spaces, complemented by extensive modern developments including sports facilities. Outside, we were taken to one of the four Second World War air raid shelters on the grounds, in regular use for history lessons. The girls are proud of this history – touching to see. Inside, wide airy corridors and spacious classrooms in the main block, packed with students’ work and photo montages from trips.

The girls knitting and chatting in the library at lunchtime embody the comfortable, inclusive atmosphere. Lovely to see a group of year 8s playing (yes, properly playing) in the woods at lunchtime too. Not a school where girls are in a hurry to grow up, confirm parents – one of the attractions, though equally they feel the school prepares them for the real world.

The usual grumbles about food, although ours was tasty, and those we spoke to with particular dietary requirements, such as halal, felt they were well catered for.

Uniform described approvingly by girls we spoke to as ‘comfortable’ (navy blazers and tartan skirts, or sports kit for those with sport timetabled for that day), although the new PE kit has been less well received (‘uncomfortable’). Sixth formers wear business dress, but they are none too pleased that Ugg boots have been removed.

Alumni from the worlds of acting, politics, music, science and sport include Dame Shirley Wiliiams, Judge Cosgrave, Lady Faithful (social worker and reformer), showjumper Pat Smith, cellist Natalie Clein, opera singer Kate Royal, actresses Louise Clein and Nicole Faraday, engineer Caroline Gledhill, geneticist Frances Ashcroft and most recently tennis player Jodie Burrage.

Pastoral care, inclusivity and discipline

Parents feel pastoral issues are taken seriously and quickly addressed, especially friendship fallouts and social media issues. They also praised the quality and availability of the free (and ‘very discreet’) counselling support established post Covid, as well as the introduction of the head’s ‘Wellbeing Wednesdays’ initiative, mentioned by every parent we spoke to - involves pupils choosing weekly wellbeing activities from knit and natter to self-defence. Also includes wellbeing walks.

‘Feisty girls make feisty women, and I’m not interested in crushing that,’ the head told us bravely – although parents we spoke to feel the school wouldn’t suit those who struggle with rules, and there was certainly a sense of cheerful compliance among those girls we saw. All agree that high expectations and clear boundaries largely keep the girls in check – most recently, with a tightening up of uniform. Certainly very few issues with behaviour, with suspensions extremely rare and exclusions unheard of. Girls told us they would like to be allowed to wear their hair down and for lunch portions to be bigger (although school points out they can go back for seconds).

PSHE curriculum prioritises diversity, but the student-led LGBTQ+ club no longer exists. Not much ethnic diversity – around seven per cent as non white British.

Pupils and parents

The girls we met were friendly, mature and confident. Buses bring them in from the New Forest, Bournemouth and Poole and across Dorset. Parents range from ‘incredibly wealthy to those of us who sacrifice a lot and work hard’, producing girls from a range of backgrounds. New head has increased activity in the PA (appreciated by all to increase the sense of community), with upcoming events including a Christmas wreath making course for those artistically and festively inclined, and others combined with the junior school.

Money matters

Drama, art, sport, music, academic and all-rounder scholarships from year 7. Bursaries of up to 100 per cent. Discount for daughters of CofE clergy and those in the Forces. The Mary Broad Award is a means-tested bursary specifically for sixth form.

The last word

As one parent put it, ‘the school is geared to achieving the best out of a child – it doesn’t expect a top level student, but that a child is trying'. The formula is clearly working, with excellent academic and sporting outcomes achieved in a fundamentally nurturing environment.

Special Education Needs

As well as meeting the needs of Gifted and Talented pupils, we aim to identify and assess a child's Special Educational Needs as early as possible, so that the individual can be helped to overcome difficulties and attain her full potential. Where possible, this is done before entry to the school. Once identified, appropriate support strategies are implemented to enable the pupil to integrate fully into the school. Children requiring additional support will have a weekly lesson with the SENCO, either in a small group or individually, according to need. These lessons can be used to boost weaknesses in reading/comprehension/grammar/spelling/written and speaking skills/study skills and revision techniques. The EAL teacher tutors girls individually after school in the boarding house. Progress of all children on the SEN register is monitored termly by means of a meeting with the SENCO and a representative from each faculty. Parents and pupils are kept informed of progress.

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