Northampton High School is part of the Girls’ Day School Trust (GDST), a family of 26 all-girls’ schools that share a mission to help girls learn without limits, so they can lead lives without limits.
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 ‘Designing the Future of Girls’ Education’, a GDST Insights Report and Framework. This report and framework provides thought-provoking and practical tools designed to understand how girls learn best and to challenge the structures and mindsets in schools that short-change female pupils.
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. The GDST has identified three core principles to help girls realise their full ambitions: classroom, curriculum and culture – key areas where we can improve educational outcomes for 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.
Head
Northampton High School GDST
Focusing on discussion and collaboration, and embracing complexity and failure focuses on seeing making mistakes as a normal – and even valuable – part of the learning process that can help girls learn to approach problems creatively and critically.
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 co-operative, collaborative and discussion-led learning environments. 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.
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.
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.
To access the full report follow the link to the Girls’ Day School Trust (GDST) website here. Find out more about Northampton High School, visit the website here.
