Northampton High School is part of the Girls’ Day School Trust (GDST), a family of 26 all-girls’ schools across England and Wales. We share a mission to help girls learn without limits, so they can lead lives without limits. Our learning environments are designed specifically for girls, tailoring education to their unique needs and preferences. We foster ambition, resilience and fearlessness – what we call being 10% braver – free from the constraints of gender stereotyping.
The role of girls’ education has never been more relevant in order to accelerate the pace of change. This is why we have built on the findings of our landmark 2022 ‘Girls’ Futures Report’, which highlighted the aspirations of girls and the barriers they face, to develop the Designing the Future of Girls’ Education, a GDST Insights Report and Framework. This report and framework provides thought-provoking and practical tools designed to inform and empower families, teachers and the entire educational community to understand how girls learn best and to challenge the structures and mindsets in schools that short-change female pupils.
Our earlier research found that girls nationally faced a significant drop in confidence, ambition and preparedness for the future compared to their peers in single-sex settings and boys in all types of settings from the age 14 onwards. Designing the Future of Girls’ Education aims to address these challenges head-on.
At Northampton High, our girls are ambitious, engaged and enthusiastic about the world. Yet, some still feel unprepared to take on life’s challenges and doubt their ability to create meaningful change. But this does not have to be the case. The GDST has identified three core principles to help girls realise their full ambitions: classroom, curriculum, and culture – three key areas where we can improve educational outcomes for girls.
The first point of call in addressing the inequalities facing girls is to close the gap in confidence levels between boys and girls. Girls need a learning environment where they are empowered to have a voice to speak up and are supported to take intellectual risks which is fundamental to addressing gaps in girls’ authority and self-assurance. Encouraging girls to step out of their comfort zones and try new things is crucial for building courage and resilience.
But how can we achieve this goal? By focusing on discussion and collaboration, and embracing complexity and failure. This helps break free of the expectation that girls are to be an accomplished and driven form of perfection, and instead focuses on failure and mistakes as a normal – and even valuable – part of the learning process that can in fact drive progress and help girls learn to approach problems creatively and critically.
At Northampton High, we cultivate this mindset through our classroom discussions, assemblies and daily learning experiences. We inspire our girls to develop a ‘can-do’ attitude, approach setbacks with confidence and recognise that effort is the key to mastery. Crucially, we embed a 10% braver approach to school life, empowering girls in every endeavour. This not only alleviates the pressure to perform but also fosters a culture of resilience and growth.
The process of finding and developing her voice will be different for each girl. This is crucial, and each young woman will use their voice in their own unique way. This allows girls to respect and celebrate their differences while finding their place in the complexities of the modern world. This can be supported through developing cooperative, collaborative and discussion-led learning environments. Indeed, as we prepare our students to be future leaders, thinkers and contributors to society, mastering the art of disagreeing well strengthens their ability to solve problems collaboratively, fosters resilience in the face of adversity and ensures that their voices contribute meaningfully to dialogue, especially those who might otherwise remain unheard.
By 2027, analytical and creative thinking are the top two most important skills needed in the workforce, according to the World Economic Forum. Other critical skills include resilience, flexibility and agility, curiosity and lifelong learning. At Northampton High, we integrate these skills into the curriculum, designing activities that promote academic development and personal resilience. By incorporating an appropriate level of challenge, we ensure that our students build the confidence to navigate the future successfully.
In equal measure, girls need a forward-focused curriculum and co-curriculum that remove barriers, break stereotypes and develop essential skills. Removing barriers to traditionally gendered subjects such as STEM is a crucial part of this process and this remains a key focus at Northampton High. We are immensely proud of the number of students pursuing Further Mathematics and Physics at A Level, and our school is a place where girls’ interest in STEM thrives. The Institute of Physics reports that girls in single-sex schools are more likely to take A Level Physics than their peers in coeducational settings, a trend we see reflected in our own student body.
However, this focus extends beyond STEM. We must also ensure girls have the freedom and confidence to explore fields such as economics, financial literacy and entrepreneurship. These skills will support them in challenging workplace leadership inequalities and forging their own paths toward change.
Ultimately, school culture must empower and value girls. They need a space where they feel they belong, free from gender-based limitations. A culture that nurtures their confidence will help them build courage, break down barriers, and pursue their ambitions with conviction. In turn, this will enable them to become future change-makers, leading fulfilling lives defined by their own vision of leadership and success.
I am proud that our girls have told us they feel more confident in themselves and their futures than their peers in other schools. They believe they will – and do – go on to lead lives without limits.
Reference: Girls’ Day School Trust (2024): Designing the future of girls’ education: Classroom, curriculum & culture: A GDST insights report and framework. https://www.gdst.net/gdst-insights-report/.