Lady Eleanor Holles School

Since 2023, Rowena Cole BSc PGCE MBA, described by one parent as ‘a really welcome addition’. Educated at Tormead girls’ school and Exeter University (MSc Biology), she realised teaching would give her the opportunity to indulge her love of her subject and her passion for outdoor activities and challenges. A PGCE followed and a first job teaching science in a large comprehensive, where she also ran the DofE programme. After three years she jumped ship into the independent sector and worked her way through the ranks at City of London Freemen’s, Guildford High (deputy head), Dunottar and St John’s Leatherhead (both as head).

Had she not been a teacher, head would (probably) have been a vet but is ‘very glad’ she didn’t go down that route. She does, however, indulge her love of animals at home with three cats, a horse and two dogs one of whom, Lottie the lab, works at the school on Fridays. She also has two children and a husband.

Took the helm at LEH after a significant blip in results but, just as one swallow does not make a summer, so one set of sub-optimal exam results does not define a school and, after reassuring some anxious parents, LEH is bouncing back.

She is praised for ‘responding immediately’ to concerns or events, for being empathetic, accessible, kind and bright. When it comes to troubleshooting, ‘she has the magic touch’ but on a day-to-day basis relieved parents told us, ‘She doesn’t indulge the loudest parents.’ The consensus is that she provides a positive female role model and ‘girls like her’. Colleagues too. One described her as, ‘fizzing with energy’ while another said simply, ‘We love her.’ Reluctant to move too far from the chalkface, she still teaches biology.

Mrs Cole is proud of the school’s academic identity and believes, ‘It is OK to be proudly ambitious.’ We get the distinct impression she hopes to put the school on an academic pedestal to rival any school in London while insisting that ‘care and ambition can co-exist’.

Junior school pupils enjoy automatic transfer at 11+. External candidates sit ISEB common entrance tests in maths, English, verbal and non-verbal reasoning plus the school’s own problem-solving paper. Reports from current school and then an interview for those who reach the next stage of the process. Heads at preps and primaries ‘are listened to’. The school states, somewhat emphatically, that it ‘does not support or encourage tutoring prior to the entrance examination’, but accepts it is rife and that some candidates have been intensively tutored for years. No sibling policy (including twins) and a distinct lean towards winter birthdays with 61 per cent born during the first half of the academic year. Around one third each from junior school, state primaries and independent preps. Occasional vacancies are ‘few and far between’. Sixth form joiners sit an online aptitude test, a written paper (maths or English) and a general essay paper.

Most stay for sixth form. We were unable to ascertain precise numbers, but understand those who leave do so usually due to relocation or movement into the maintained sector, boarding or co-ed.

In recent years, students have headed off to study an impressively diverse range subjects at university with Bath, Bristol, Exeter, UCL, King’s College London, Manchester, Nottingham, Edinburgh, Durham and Warwick the most popular destinations. A handful or two each year to Oxbridge (names inscribed on honours boards outside the hall) and a smattering overseas – mainly to European universities, and one to Tufts in the USA in 2025. In 2025, eight medics, plus nine to Oxbridge. No apprenticeships yet – interest is increasing but old traditions die hard and parents and students still perceive a top university as the goal.

Academically rigorous, head aspires to ‘notching us up a little bit in terms of the results tables.’ Class sizes are capped at 24. Streaming in maths from year 8 and ‘a little bit with languages to start with’. Girls are motivated and bright so differentiation within classes is sufficient to ensure appropriate work is set for all.

Parents very happy with the quality of teaching although some suggest that pace is not uniform across year groups. ‘The head is addressing discrepancies,’ we were told. Testing takes place ‘all the time - often without warning’ and can be ‘gruelling, even brutal’ according to a couple of parents, but most feel it is all part of the preparation for what lies ahead. The school is keen to stress its academic credentials, but it is often the girls themselves who ramp up the pressure.

French, German and Spanish from year 7; girls choose one and are allocated a second. Latin, Greek (classics department comes in for much praise) and Mandarin also on offer as examined subjects. Combined science until year 9. Ten GCSEs the norm, with further maths an additional option.

At A level, girls are advised to ‘do subjects they really want to do’ and the school can tailor things to suit the needs of individual pupils. The list of options is conventional, but girls often sit interesting combinations and there is an awareness that it is important to develop skills beyond the purely academic. In recent years, maths, biology, chemistry, economics, English literature and psychology the most popular. Some parents feel there is ‘too much focus’ on STEM subjects with one suggesting, ‘Girls perceive the sciences and maths to be more important.’ A few staff (those teaching non-STEM subjects) also speak of ‘fighting against the tide’ but the girls themselves did not appear to feel there was any pressure to go down the STEM route. Languages not massively popular at A level or as a university option, but school will continue to offer these even if only for a couple of pupils. Newer subjects such as PE and business studies unlikely to make an appearance, ‘Not the right fit for the school,’ a parent suggested. EPQs a very popular additional option.

Feedback to parents involves termly report cards and yearly meetings but teachers are quick to contact parents or respond to their concerns as and when necessary. A few parents bemoan the fact that tutoring is ‘massive’ for those who were heavily tutored in advance of the 11+ and then need to sustain this, but also for those who want to fill perceived gaps in the teaching or to ‘get ahead’.

Lessons we saw were challenging and exciting: girls were engaged and determined. We would love to have stayed longer and learnt more. Classrooms generally spacious and calm with many enjoying views across the green outside space. We saw plenty of lessons where pens and paper were in evidence and others where girls were accessing the learning resource centre on computers or iPads (although one was evidently struggling: ‘I keep getting lost…’). Technology still regarded as ‘a learning aid, rather than being something fully to rely on’. An imminent and well-researched AI strategy will ensure that pupils and staff understand AI, appreciate its strengths and limitations, and will be able to use it appropriately and effectively as an academic tool.

Our visit to the library coincided with a year 8 reading lesson (held fortnightly). Rows of girls, noses in books. Joyous. Myriad library initiatives included a ‘blind date with a book’ which saw books wrapped in brown paper with a couple of lines written by way of a blurb. ‘A labour of love’ on the part of the library staff, girls had to pick a book and read it.

This is, first and foremost, an academic school and the high academic bar needs to be reached by anyone seeking a place, but ‘bright girls with SEND can thrive’, we were told. EHCPs are accepted for medical conditions or physical disabilities. The site is forgiving, with wide corridors, lifts and spacious classrooms.

Girls are screened for dyslexia, ADHD and other learning difficulties in year 7 but able girls can be effective maskers so it is often teachers who raise concerns that may lead to a diagnosis. ‘They may not identify but, if they do, they will support,’ one parent told us. Another described how, as soon as her daughter had a diagnosis, the school were ‘immediately on it’ with learning support staff described as ‘spectacular’ and ‘taking an interest on a granular level’. No in-class support, but one-to-one sessions are arranged on a rotation basis and those who need it are given strategies and support to help them cope with the quantity and the pace of work.

Staff training and an ongoing dialogue with neurodiverse students is leading to a deeper understanding of neurodiversity which is now being shared with other pupils. School says the environment is supportive and girls are ‘curious’ about other girls’ views and experiences. ‘Girls have space to speak,’ we were told.

The school attracts high-performing girls and standards in art, music, drama and other areas are equally high. Parents describe how musical talent is spotted, encouraged and nurtured. Numerous choirs include the Holles singers (hotly contested auditions every September) and the junior choir (the ‘Minchkins’). Orchestras, ensembles and bands catering for every taste and ability. Recording studios and Macs with composing and editing software all part of the offering.

You only need to look around the school to see the quality of the artwork produced by pupils. Ceramics and other three-dimensional works abound and powerful pieces adorn numerous walls. Particularly appealing were the deckchairs with their fabric displaying images from work done by the girls. To encourage engagement with the subject, a mobile art club moves around the school and gets passing girls to participate in exchange for an ‘I found art club’ sticker.

Drama is exciting and varied. Girls listed the seemingly endless productions and performances that they had enjoyed (as participants and spectators). Big events include an upper school and sixth form annual musical with Hampton School. One pupil told us, ‘Taking part was the highlight of my school life.’ Each year, the school commissions a young, aspiring playwright to write a play with a large female cast for the girls to perform, while collaborations with the music department include cabaret evenings, a summer spectacular and the ‘legendary, boundary-pushing’ sixth form panto. Year 8, as part of theatre in education, tour local primary schools, and the head of drama ‘would love to take something to the fringe one day’.

This is a busy school with masses going on. The list of extracurricular clubs and activities is vast and varied but girls need to be self-motivated. ‘There is lots on offer for those who want it,’ one parent told us, but added, ‘You can take a horse to water….’

Sport had suffered a bit of a decline (‘They took their eye off the ball,’ according to one parent) but things are back on an upward trajectory. Head hopes to ‘enhance the competitive element’ and is ‘aiming for national titles’.

Facilities are superb with very civilised grass tennis courts and a croquet lawn to the front of the school in addition to a generous quota of pitches, courts and tracks to the rear. A boathouse (shared with Hampton) and a pool complete the offering. Investment in the core sports - lacrosse, netball, athletics and tennis - is already yielding results. Football, cricket, swimming and gymnastics also feature, with a few parents hoping football might replace lacrosse as a core sport in due course (‘more inclusive, less antiquated’) but we gather this is highly unlikely. Rowing is enjoying considerable success with numbers of girls willing to make the huge commitment involved.

The appointment of a director of performance sport to work alongside the director of sport will, it is hoped, enable the needs of all girls to be catered for whether they be the elite in pursuit of trophies and accolades or those who just want to have fun, learn skills and improve fitness. PE GCSE is available, but not A level.

Mental health awareness is, ‘the biggest change in education’ according to the school which is proud to have been a founder member of The Coalition for Youth Mental Health in Schools which now comprises over 20 schools (across the independent and state sectors).

Author and consultant Chloe Combi (a researcher into perfectionism and how it can inhibit girls) was, at the time of our visit, working with years 6 to 8. The girls are encouraged to accept that they do not need to be perfect and to understand that mistakes are not a disaster. Successful people sometimes fail and girls need to know that good is good enough and perfection is often just an illusion. Parents too are encouraged to modify expectations where appropriate.

The word ‘fantastic’ was used repeatedly by parents to describe the pastoral care and the PSHE curriculum. No pretence that blips don’t happen, but steps are quickly taken. One parent ‘felt really listened to’ when she raised a concern. Another said, ‘The dialogue is very open when it comes to mental health, technology and drugs.’ The consensus is that the school addresses ‘the right topics at the right age’. Special mention goes to the perfectly-timed ‘how to stay safe at festivals’ lecture delivered to year 11 pupils.

Pupils feel there are plenty of people they can talk to. A buddy system, house activities and the school coaches ensure girls from different year groups meet and mix. They can access counsellors via a drop box or email (or just walk-in if there is availability) but the nurse is a particular favourite when it comes to a listening ear or a shoulder to cry on. There is also a wellbeing room - ‘a bean bag and rug in a pod’ - where girls can go if they need a little space or time out ‘with no explanation needed’.

Yondr pouches were introduced as part of a new mobile phone policy. A small minority of parents objected but the vast majority were both pleased and grateful. One told us, ‘I loved the head for that!’ Head said, ‘There is a different look out on the playing fields at lunchtime now, with more human interactions.’

Discipline revolves around helping students to ‘make the right choices’. Girls generally feel that behaviour is good and, if and when discipline is needed, it is carefully administered. On the whole, there are no sledgehammers, just pragmatic responses. Pupils are rarely suspended or excluded: ‘They are ours for life,’ the head told us.

One parent told us, ‘It’s a real mixture of girls and parents. The uber rich exist but, for most, it’s dual income and a bit of a stretch to meet the fees.’

‘It’s cool to be clever and cool to be sporty.’ There are plenty of girls who are both. And plenty who are talented artists, musicians and actors. This is a school that suits a confident self-starter who will make the most of the opportunities on offer but there is also space for a ‘shy and retiring pupil’, a parent of one told us. Another said simply, ‘It’s been a great school for my daughter.’

An extensive coach network (shared with Hampton School) ferries pupils from as far afield as Windsor, Ascot, Walton, Esher, Wimbledon, Parson’s Green, Barnes, Chiswick and Kew. Pupils know which are the ‘more fun coaches’, which of the Hamptons boys provide the best onboard entertainment, and which ones ‘you can actually have a conversation with’. Late bus is available (at additional cost).

Home school communication is easy and effective. The parent portal - ‘once you figure out how to navigate it’ - is a good source of information.

A tremendous, ‘proudly ambitious’ school for bright girls who are eager to get involved, to try things, and to excel. ‘Smart girls from any background who can cope with the pace and the challenges presented can and will thrive,’ we were told. It can be, perhaps, a little harder for those who don’t fit that profile but for all pupils the school seems to achieve a successful balance between academic excellence, sensitive pastoral care and massive extracurricular opportunities.