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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