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Thursday November 24th, 2022
Welcome to your November newsletter. In this issue we’ll be looking at research into the career trajectories of girls educated at single-sex independent schools in the UK.
We’ll also look in more depth at entrance tests for independent schools and selective state (grammar) schools.
Academics from three leading UK universities compared the career trajectories of girls educated at top single-sex independent UK schools with those who attended co-ed independent or state schools. Their findings suggest those who studied at all-girls schools were more successful in their chosen careers than their state-educated or co-ed counterparts.
The slightly controversial element of the study – which was undertaken by academics from the universities of Oxford, Exeter and the London School of Economics (LSE) – was how they measured career success. They analysed Who’s Who entries, the famous reference resource for “individuals of accomplishment”, published annually in Britain for well over 100 years.
Their reasoning was that inclusion in Who’s Who signifies someone in a powerful role and / or influential position. Similar research looking at boys’ career trajectories suggested boys who attended nine of the UK’s top independent schools were 35 times more likely to be listed in Who’s Who (i.e. attain prominent positions, “noteworthy appointments or sustained prestige”).
Their research, published in the British Journal of Sociology of Education, found that girls educated at 12 top girls-only independent schools – including Cheltenham Ladies’ College, St Paul’s Girls’ School and North London Collegiate School – were 20 times more likely to feature in Who’s Who than women who attended other independent or state schools. The researchers identified the dozen single-sex independent schools as elite because of their proven track record of students securing Oxbridge places. Half the Who’s Who-listed alumni from these top 12 girls’ schools also studied at Oxford or Cambridge University.
The full list of the 12 ‘elite’ girls’ schools was as follows:
Benenden School (Kent) Cheltenham Ladies’ College, Godolphin and Latymer School (west London) King Edward VI High School for Girls (Brighton) North London Collegiate School Oxford High School Queen’s College, London Roedean School (Brighton) St Paul’s Girls’ School (west London) Wycombe Abbey (Bucks)
– as well as St Leonards (Scotland) and Clifton High School (Bristol), who now also accept boys.
The Times published an article about this research earlier this month. Current and former heads of independent all-girls schools responded with letters to the editor. They challenged, not the findings, but the methods of measurement and some of the assumptions around that. Some argued that Who’s Who is a largely outmoded measurement of success, since it won’t necessarily include women (or men) who have “made a difference to the world” by following a less traditional path.
Beth Dawson, Head of Sutton Girls School, cites the achievements of alumni Dr Nikki Kanani, Marianna Spring and Ruby Steel. A pioneer of inclusive design, the BBC’s first ever disinformation correspondent, and a medic who led the Covid-19 vaccination programme in general practice. Truly roles for our modern world, and ones which will continue to impact many lives. As Ms Dawson puts it, “Girls’ schools today nurture future leaders and change-makers whose influence has yet to be discovered but will be far-reaching.” I think it’s here that we see independent schools managing perfectly the tipping point between tradition and the modern world, especially for our aspiring, ambitious and talented girls.
Clarissa Farr, former Head of St Paul’s Girls’ School (one of the 12 elite schools identified in the research) makes a similar point. She picks up on the researchers’ connection between alumni of the top 12 girls’ schools and people listed in Who’s Who. According to the researchers, women educated at these schools are more likely to have direct connections to others in Who’s Who, especially their spouses. The researchers say these schools gave many women “the resources and platform… to meet elite men who may have directly or indirectly aided their career”.
That interpretation seems unhelpfully bogged down in patriarchal assumptions to me. Far better and more accurate surely – and Ms Farr agrees – to acknowledge these women’s Who’s Who entries as testament to their own achievements, based on their hard work within high quality education institutions. As Ms Farr puts it, it’s safe to “speculate that (if)… a woman’s schooling is “significant to her success… it has more to do with the lasting benefits of a great education” than “mere clubbable brand recognition.” Hear, hear Ms Farr!
How schools select their students relates to the school environment and learning / teaching styles. This can indicate how suitable that school will be for your child. For example, extremely academic children may benefit from a selective approach. As we touched upon last month, in the state education sector, grammar schools use the 11+ exam to work out which children will thrive in a more academic, faster-paced, higher-pressure learning environment. Some independent schools include entrance tests as part of their application process too.
Some independent schools have a bespoke entry process, unique to them and combining elements of ‘common entrance’ tests (e.g. the ISEB Common Pre-Test and Common Entrance exam) with their own exclusive assessments. Harrow, for example, has a three- or four-stage process, which begins when boys are around 10 years old (for entry aged 13 – involving the Harrow test as well as references, interviews and common entrance exams) or age 16 for sixth form entry. December is a busy month for prospective Harrovians, as places are allocated (although contingent on performance in forthcoming exams). For more details on Harrow entry, see our April 2021 blog.
Most independent schools won’t have that many places available for sixth form entry. This is because most pupils prefer to begin their UK independent education at a younger age. Certainly, in our experience, children who enter the system aged 11 or 13 quickly settle into the expectations and routine of a school year, meaning they can manage the jump from GCSE to A Levels with confidence and competence.
However, the independent schools’ process for accepting new students into 6th form, typically involves a test in future A-Level subjects, usually taken at the start of Year 11. International students may also be asked to complete an additional test in English. Also as part of the application process, it’s likely the head teacher or another senior staff member will interview all prospective 6th form students. Offers are usually dependent on GCSE (or equivalent) grades.
As a general rule, you’ll need to register for Year 9 (i.e. age 13+) entry when your child is 10 or 11, as they complete Year 5. Assessments tend to begin that autumn, as your child commences year 6, although timings will vary from school to school.
Usually sat in October or November of Year 6, the ISEB Common Pre-Test is a computer-based test that’s often taken at the pupil’s current school.
It’s an equivalent test – in terms of subjects and difficulty – to the 11+ exam used for selection to state-run grammar schools. Students must answer multiple choice questions in English, maths and verbal/non-verbal reasoning. Some independent schools require applicants to sit this test aged 10/11, followed by the Common Entrance exam described below when they reach age 12.
This is sat in June, towards the end of Year 8, and includes core subjects English, maths and science, plus other subjects such as history, geography, religious studies and a modern language. Schools use it as a selection tool for streaming too (i.e. which set you’ll be in for which subjects).
Whereas pupils in state schools will sit their 11+ near the start of Year 6, pupils applying to independent schools sit tests in January (during their second term in Year 6) with places offered by mid-February.
If you’d like information and advice on the entry processes for your child’s independent education in the UK, please don’t hesitate to get in touch. We can help you navigate the system and identify the school(s) that will best suit your child’s unique skills and personality.
Until next time…
“ Regency Education helped all three of our boys get into a wonderful school where they now thrive. ”
“ REGENCY EDUCATION WAS ABLE TO HELP US WITH EVERY STEP OF THE SCHOOL APPLICATION PROCESS ENSURING THE EDUCATIONAL SUCCESS OF OUR CHILDREN. AN INVALUABLE SERVICE. ”
“ REGENCY EDUCATION WAS ABLE TO HELP US WITH EVERY STEP OF THE APPLICATION PROCESS ENSURING THE EDUCATIONAL SUCCESS OF OUR CHILDREN - AN INVALUABLE SERVICE. ”
