It is a fact that girls outperform boys academically. Girls enter school with superior verbal ability to boys, obtain a higher proportion of A*-C grade GCSEs and A/B grades at A level and go on to gain more first class degrees. In the League tables, single sex girls' (and boys') schools regularly dominate the top positions.

Girls in girls’ schools are less likely to follow stereotypical subject choices and are more likely to choose to study mathematics or the physical sciences at A level. Confidence improves in the single sex atmosphere. Social and peer group pressures are separated from academic concerns and girls’ schools provide positive role models.  Girls pursue academic paths according to talent not gender and are valued for their abilities. Their natural interest in boys is saved for outside the classroom, so that they can work with no distractions.

Recent research indicates that there are considerable differences in the brain development, structure, function and development between boys and girls. It is not what they can do, but how they approach it. This means that girls need a particular teaching style that will optimise their learning. Girls more easily work collaboratively and enjoy problem solving but are more self critical. Confidence and security in the classroom are essential to girls’ success. Girls’ schools can and do provide this.

Girls’ schools encourage girls to push the boundaries and take risks through outdoor pursuits and extra curricular activities. This is important for the world of work as girls educated in a single sex school are more likely to enter professions traditionally better paid and previously dominated by men. They develop their leadership skills and learn to become competitive but in a supportive atmosphere.

Bolton School girls leave as confident, articulate young women who are going to go out into the world and make a difference.

Mrs Gill Richards

Headmistress