Manchester High School for Girls

Since 2020, Helen Jeys. State educated in the midlands she was the among the first in her family to go to university where she read theology and ancient languages at Durham. From there to Cambridge for her PGCE followed by first teaching post at The Manchester Grammar School. This she describes as formational and established a deep love of academic education. From there to Malvern St James as house mistress and head of religion & philosophy. Following a stint at Hulme Grammar School for Boys she came to Manchester High as head of year then IB co-ordinator and from 2012 deputy head pastoral. Her first headship, in 2016, was Alderley Edge School for Girls and she returned to Manchester High as head four years later.

This is a head who combines a drive for inclusivity and social diversity with a deep seated commitment to academic excellence and a determination that pastoral care and well-being should be at the heart of girls' experience here. She still loves teaching philosophy, ‘I’m passionate about philosophy and this grounds my approach to education. A great school is about character development, tenacity, personality and individuality.’ She has written two books on the subject and it is obvious from looking at the curriculum and talking to the girls about their university choices, that her love of philosophy has spread amongst pupils.

This is a highly selective school but, unlike some others in the area, it manages to build an attitude of hard work and determination whilst avoiding hothousing. As deputy, Mrs Jeys introduced the annual balance week where homework is suspended to allow a focus on non academic work and encourage girls to get the right balance in their lives. The girls and parents love it.

Parents say, ‘Mrs Jeys has Manchester High through her like a piece of rock, the energy she gives out is so inspiring, it draws you in, she’s interested.’ There is clearly a deep commitment to the school and Manchester, right down to the worker bee earrings (symbol of Manchester) she proudly wears. In her spare time she enjoys reading and the theatre and recently completed a road trip from Washington DC to Florida.

Entry into year 7 is by the school’s own entrance test in maths, essay writing, comprehension and reasoning. Those who make the grade will be invited to an interview with the head or other senior staff where they might be asked to read aloud or do other activities. This applies to prep school girls as well as external candidates. Mrs Jeys says, ‘Girls might not have the best scores in the test but we dig deep in the interview for a can-do attitude, love of reading and an interest in extracurricular activities.’ While entry from the prep school is pretty much a given, conversations will be had with parents if the school thinks a girl will not thrive in the senior school.

About 70 per cent stay on to the sixth form which seemed unusually low to us given the very strong outcomes at GCSE. The head explained this, saying that some girls want a change at 16, others decide to move to co-educational schools or sixth form colleges that offer a wider range of courses such as media and law. However the entry criteria for the sixth form are about as high as it gets (at least five GCSE passes at grade 7 and above including in the subjects to be studied at A level) so some Manchester High girls won’t make the grade. Around 15 join each year from other schools.

In 2024, 88 per cent percent to university, the great majority to Russell group. Three to Oxford and two to Cambridge, studying earth sciences, geography, French with philosophy, classics and history. Eleven to medicine, two to dentistry and one to veterinary science as well as one to a degree apprenticeship. The remaining 12 per cent took a gap year.

Results here are very good and should be, given the ability profile of the girls. Nevertheless, we were impressed that the school's value added data comparing outcomes with similar ability pupils elsewhere shows that at Manchester High girls consistently do significantly better than expected at both GCSE and A level.

The curriculum is broad and academic but the emphasis is on doing subjects in depth rather than in large numbers, quality rather than quantity. At GCSE girls can take up to nine subjects (ten if they choose to add dance GCSE) and not the ten plus offered in some schools. Class sizes are 26 in key stage three, up to 24 at GCSE and up to 16 at A level, although we saw lots of classes with fewer pupils.

In years 7 and 8 girls are taught in mixed ability groups except for maths where there is loose setting. Every child is screened on arrival so that any necessary learning support can be put in place. School also tracks girls’ progress at each assessment point to make sure they are challenged and supported appropriately.

Pupils study an impressive five languages (French, German, Latin, Spanish and Mandarin) on a carousel in year 7 and then select two languages to continue into years 8 and 9. We visited a super year 11 Spanish lesson where the girls were all busily engaged in speaking with great confidence. There are native speaking language assistants for French, German and Spanish and the school still maintains a language laboratory. Around 16 per cent of sixth form students are studying one or more modern foreign languages at A level.

It’s separate sciences for all at key stage three taught in an impressive array of modern, well-equipped labs. For GCSE pupils can choose to study three separate sciences, take combined science (two GCSEs) or to take just two subjects out of biology, chemistry and physics, to free up choices elsewhere. Computer science is firmly on the curriculum, growing in popularity at examination level and pupils have enjoyed significant success in national cryptography competitions. Interestingly, on our visit it was noticeable that there is very little use of devices in lessons. The head is clear that there is no plan to provide pupils with individual devices and that technology should enhance but not lead learning. Several of the girls we spoke to felt that this was possibly not completely in line with how they felt they could best learn and be prepared for the world, although parents like the fact that pupils time on screens is limited and managed. Younger pupils are taught touch-typing to ensure efficient use of keyboards.

The sixth form is clearly the jewel in the crown here. Although the school does not deliver the International Baccalaureate, it has a variety of IB type add ons to the sixth form curriculum which maintain a breadth and love of learning such as Greek art and the history of western philosophy. We saw some very high quality lessons in the impressive new sixth form centre. In an economics lesson girls were engaged in relaxed and informed discussion and we heard some good, in-depth analysis of the ‘Rime of the Ancient Mariner’ in a year 13 English lesson. Sixth formers told us, ‘We are driven to work hard here but it’s not just in a silo because of all the extra things we can do, it all keeps me motivated and interested.’

The sixth form futures programme is an extensive network of clubs, activities lectures and links with alumnae to support girls’ next steps. For instance industrial cadets is an engineering club which teams up with external bodies such as Network Rail to give real industrial experience. This sits alongside a whole range of other societies such as philosophy, law and medicine. ‘If the club you want doesn’t exist you can always look to set it up yourself.’ Sixth formers were keen to tell us about the support they get for university entrance. Lots of personalised help with UCAS applications and the head came in for high praise from those she supports with philosophy applications.

Well-qualified SENCO has a wealth of experience in both the state and independent sectors. The department covers both the junior and senior schools with one-and-a-half full-time SEN teachers in the senior school as well as two part-time ones in prep. Around 12.5 per cent of girls are on the SEN register and we were shown well developed one-page profiles which help to ensure that classroom teachers are aware of needs and well supported to meet these. All girls are screened for dyslexia in year 7. There is an extensive range of in-house training on SEN and the department provides wider support for smart study and revision workshops for pupils and parents. A neurodiversity club is offered and the department is based in the heart of the school adjacent to the lovely well-being hub, a relaxed and comfortable space for girls to escape from the bustle of school if they need to. The colour scheme is designed to accommodate neurodiversity and the seating is very comfortable, with chairs so low and relaxing they were somewhat difficult for reviewers to get out of.

It’s all about the music here. With super teaching spaces, practice rooms as far as the eye can see, spring and Christmas concerts, performances at the Bridgewater Hall and Manchester Cathedral, summer soirées and music tours to Normandy and Austria, the school is certainly alive with the sound of music. Definitely the place to be for those with aspirations to develop their talent and interest.

Art is taught on a carousel with food and design technology in years 7 to 9. There are nice art rooms where we were somewhat surprised to see relatively little work displayed until we realised that it was all out on wider view in the corridors and of very high quality. Drama is well resourced with a lovely studio, and plenty of extracurricular opportunities, ‘they let us run our own productions’. There are certainly plenty of them to go at, including ambitious joint productions with The Manchester Grammar School such as Les Miserables. Girls love the dance opportunities available, ‘Dance is such a big thing here, I love the process of putting the shows together, it is such a supportive community of people.’ Dance is offered as an additional GCSE and has its own studio.

Extracurricular clubs and trips are an essential element of the Manchester High offer. The girls reeled off a long list of activities as did the staff who told us about gardening club while a year 7, in the garden immediately outside the window, was up to her elbows in soil digging in raised beds. Jazz band, year 7 and 8 chorale (‘It’s just lovely’ they said), water polo, Model United Nations, Taekwando, chess, Jewish Soc, Biology film club (our minds boggled), Islamic club, Risk/dungeons & dragons. Trips include the likes of Borneo and Pompei; the trip to Rome was heading off shortly after we arrived, to the excitement of girls and staff alike.

There is a good four court sports hall with climbing wall and fitness suite which girls from year 9 upwards may use, as well as a swimming pool where all have lessons up to year 9. Parents commented, ‘The sport is great but they understand that not everyone is into team sports and there are lots of other things to do for the non-sporty.’ The all-weather pitch is used for many sports and as tennis courts in the summer. Only one grass pitch. With an impressive competitive pedigree MHSG has reached the national hockey finals in eight consecutive years. One girl was the England U16 captain and is now part of the U18 squad. Handball is another growing strength, with the U15 team finishing third nationally in 2024. Water polo is well established with national success at U15 and U13 level.

Girls told us that poor behaviour is very unusual; rare instances of bullying are dealt with quickly and calmly by staff. Head says, ‘The incidence of poor mental health is low here, our girls are comfortable in their own skin, we value what they do and build their confidence in extracurricular which then spills over into the classroom.’ Pupils endorsed this, ’The teachers are so open and lovely we see many of them as friends.’ Another told us, ‘The school has brought out my confidence, especially when I have been a big sister.’ Big sisters are Manchester High’s scheme whereby older girls support and mentor younger ones. This idea goes right to the top and even the head talks to every single year 11 to help them manage the pressure of exams with discussions on what does revision look like and what are you doing to chill?

The head refers to staff and pupil leaders ‘leading with kindness’. Pupils lead mental health assemblies. The school has well-being lessons rather than PSE, there is a school nurse and a counsellor available for drop-ins one day a week. Every girl is provided with a huge locker, plenty of room for sports kit, books and the odd bit of cooking to take home. Pupils in years 7-9 must use special pouches so that they cannot access their phones during the school day. Plenty of relaxation space including the rose garden and lots of lunchtime clinics to talk through any work-related problems.

Respecting all is central to the school’s values and we certainly got the sense that this is true. The head says they have ‘beautiful diversity.’ LGBTQ+, Afro-Carribean, Amnesty International and other organisations abound. Girls said, ‘Everyone is happy with difference, we are just allowed to be ourselves, there’s no pressure to fit into one box.’ The school’s branding and values give a strong message that it is serious about girls’ education - everywhere we saw pictures and stories of the many inspirational women who have walked these same corridors.

Catering was one of the very few subjects of complaint we heard about from both girls and parents, although we understand that a review, with pupil consultation, is underway.

Parents are aspirational for their daughters. All those we spoke to had looked hard at the state and independent alternatives but had chosen Manchester High because of its high academic standards and outcomes achieved without the excessive pressure they perceive elsewhere. ‘Its not pushy but they recognise that girls are capable of achieving highly and give them extra challenges.’ They also like its relative smallness, and the ability of staff to know and support every girl. ‘We got a strong feeling of great pastoral care and the approachability of teachers. Since my daughter arrived they have literally done everything they could.’ Communication and feedback come in for high praise but overall it is, ‘The spirit of the place, the emphasis on the all-rounded person that impressed us.’ We asked children and parents about what the pressure of work was like. The pupils said, ‘Just right,’ their parents told us, ‘It’s definitely not an exams factory.’ Some felt the school could be more hands-on at integrating its diverse community in year 7, 'Maybe just a bit more help to find your tribe.’

Pupils are welcoming, warm and completely engaged with their school; they love being here. Many have come through from reception and few we spoke to had aspirations to go elsewhere for sixth form.

Girls travel up to 75 minutes each way from as far as Saddleworth and Glossop. The school provides 11 different bus routes from Oldham to Hale, Wilmslow to Eccles, including a shuttle bus from Manchester City centre for those coming in by train.

Pupils can apply for scholarships for year 7 in music, sport and dance. Academic scholarships can also be awarded for up to 50 per cent of annual fees. At the time of our visit there were 100+ scholarships across the school. Over 10 per cent of pupils are also in receipt of bursary support.

Manchester High is undoubtedly an academic school for girls with ability and a can-do attitude, but it's so much more than that. This is an inclusive, unpretentious (despite its illustrious alumnae), warm and generous spirited school where girls are encouraged to be themselves, are listened to and obviously love the great education they receive. When asked why they had chosen MHSG for their daughter one parent said, ‘It was the spirit of the place, the emphasis on the all-rounded person that impressed us.’