Single-sex education
Valerie MacCuish, Headmistress of Ipswich High School GDST, puts forward the case for girls' schools.
The continuing success story of girls’ schools is one of the outstanding features of the independent school
sector in the UK. Many of these schools were founded by farsighted
benefactors and educationalists in the second half of the 19th century
when the concept of educating girls was a novelty and their pupils were
amongst the first women to graduate from British universities and enter
the professions. Throughout the 20th century independent girls’ schools
were at the forefront in offering equality of opportunity for girls and
proved themselves adept at modernising the curriculum and meeting the
needs of their female learners. Why then do girls’ schools continue to
flourish? Are they anachronistic in the 21st century? The evidence
suggests otherwise and British parents and their daughters are
fortunate in being offered first class girls’ schools amongst the many
different types of schools in the independent sector.
Girls’ schools are invariably happy places in which to be, with
strong nurturing and supportive cultures. Every girl is welcomed into
the school family and firm friendships are forged, many of which last a
lifetime, providing an invaluable support network in adult life. All
good teachers know that children thrive on praise and encouragement and
with girls in particular, adult approval and positive reinforcement are
essential in enabling individual girls to develop their self-esteem and
self confidence.
In girls’ schools there is no gender stereotyping in the enjoyment
of subjects across the curriculum. It is not considered unusual to
excel in maths, chemistry and physics and in science and design
technology practicals girls happily wire up circuits, saw wood and
solder metals, showing practical skills which impress their fathers
and, while their brothers are often heavily into computer games, IT
suites in girls’ schools are packed even at lunchtime with girls who
realise the communication and educational potential of computer
applications.
At GCSE and A level and at degree level girls are regularly
outperforming boys, reflecting their own growing aspirations and the
expectations of their teachers and parents. Students from independent girls’ schools
are highly represented in the most sought after universities and are
entering the medical and legal professions in unprecedented numbers as
well as successfully making their way in the business world. This is a
direct result of the enriching education they have received.
In a girls’ school the teachers are able to tailor their teaching
strategies to take account of the development rate of girls, which is
different from that of boys, and of their preferred methods of
learning. Girls enjoy collaborative tasks and non-adversarial
discussions, approaches which they go on to use successfully in the
workplace. In a class of girls there is no need to defer to louder
voices or more dominant behaviour so girls take the lead, grow in
confidence and hone their communication skills.
Girls’ schools are exciting, dynamic places where girls are
encouraged to take risks and seize every opportunity. As well as
intellectual challenges, most girls’ schools provide excellent sporting
facilities with high standards of coaching which encourage girls to
push themselves physically as well as promoting a healthy life style.
Many girls participate in sport at county and national levels and
participation in the Duke of Edinburgh's Award Scheme, and schemes such
as World Challenge or Operation Raleigh, foster physical endurance and
provide opportunities for community service in the UK and abroad.
Independent girls’ schools have considerable
expertise in educating girls to ensure that they are equipped to follow
their dreams in life and realise their potential in the adult world.
Valerie MacCuish has been a headmistress for 18 years: first of Tunbridge Wells Girls’ Grammar and, since 1993, Ipswich High.
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