SHERBORNE GIRLS
Welcome to Sherborne Girls What is life without learning? At Sherborne Girls, we believe that education forms our habits. It shapes our values and our beliefs, preparing us for the future and steering us through life. That is why we are committed to providing an outstanding education to every girl in our community. From the moment she joins us, your daughter is welcomed into a friendly, compassionate and caring full-boarding environment where her individual strengths, talents and interests are identified, nurtured, and given wings to take flight. We don’t believe in hothousing at Sherborne Girls. But we do believe in giving every girl an opportunity to find her niche. So we provide plentiful, diverse and challenging opportunities across every facet of education, including rigorous academic study, an array of co-curricular activities, sport for everyone, and a shared commitment to pastoral care and personal flourishing.
This is what it means to help our pupils realise their potential. It is what it means to take girls out of their comfort zones and encourage them to try new things. It is what it means to foster a spirit of adventure, leadership and perseverance, to promote personal development in the context of a vibrant community, and to celebrate our achievements, both as individuals and as a school.
Through this, our girls become inquisitive, aspirational, curious and kind. They are made ready for the challenges and opportunities of the 21st century, with a clear sense of ambition and the personal qualities to succeed in whatever path they choose to follow.
I believe that each of our pupils has a unique journey through Sherborne Girls. We would be failing them if it were not so. But they also share a common culture, underpinned by values like empathy, integrity and modesty. And that is what we are proud of. It is what makes us whole.
Meet one of our girls and you will instantly discern the way our distinctive ethos is embodied. You will encounter someone who is thoughtful, engaged, courteous and generous; someone possessing a rare blend of self-belief and humility, who is ready to thrive in the modern world.
We are a school in which girls are given roots to grow and wings to fly. I am proud to be headmistress of such a special community. Together, I believe we can continue to build on our distinctive culture, ensuring many more generations of girls grow into 21st century women, ready to take their place in an exciting, challenging and stimulating world. Dr Ruth Sullivan Headmistress
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Our strategic direction
We have mapped the strategic direction of Sherborne Girls for the next five years. This is expressed in five pillars, signposting areas of focus when it comes to the formation of our community and all those who come here to learn, grow and develop. The five pillars are: Full boarding We are committed to maintaining a 24/7 fullboarding ethos, because we believe that is the best environment in which both boarding and day girls can take advantage of the opportunities we provide. 21st century women We strive to inspire a generation of fulfilled, inquisitive, confident women who are thoroughly prepared for the modern world. Culture of ambition We pursue excellence in every aspect of school life, celebrating achievement, nurturing ambition, and casting a vision for what our pupils can become. Leadership and management We are forming the leaders of tomorrow, today. We provide first-rate opportunities for growth and development among our pupils and staff. Community We put community at the heart of everything, greatly valuing our connections with Sherborne and the wider area. We continue to work collaboratively and creatively with our friends and neighbours, including other local schools.
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S HER BO R NE GIR L S
Full boarding
When you spend so much time away from home, it is important to feel rooted. At Sherborne Girls, our house system provides a deep sense of belonging. As a result, our pupils have the confidence to be themselves, building lifelong friendships through which they grow, learn and are formed. The majority of girls join at 13 (Year 9) and go into one of the five mixed-age boarding houses, accommodating every year group up to the lower sixth. We believe this creates the ideal conditions for girls to develop habits of leadership, with older pupils, particularly L6 (Year 12) as leaders of the house, taking direct responsibility for the wellbeing of their younger housemates A smaller number of girls join us aged 11 or 12 (Years 7 & 8) and they live in Aldhelmsted West. This provides a wonderful grounding for life in our mixed-age boarding houses, while ensuring the girls live in a secure and supportive environment that encourages their flourishing during their first years at school. In the U6 (Year 13), girls move to their own house, Mulliner, where the opportunities for leadership are extended further. They are also given greater independence, helping prepare them for life beyond school by developing their timemanagement skills and encouraging self-reliance and resilience. Girls develop deep bonds of affection with their housemates. They eat together in house, giving them valuable time each day to interact. There is also an extensive house activities programme, especially at weekends, helping build community and establish connections across year groups.
Meet the Housemaster and Housemistress “We see our task as providing a supportive, nurturing environment in which girls can flourish and achieve their ambitions. We do everything we can to ensure that Dun Holme is a place of welcome, warmth and friendship. But we don’t shy away from challenging girls when we have to. That is part of our pastoral responsibility towards them, ensuring we set up the conditions in which they can thrive. To do that effectively, we have to be visible. Along with the Assistant Housemistress, Resident Tutor and Matron, we are there for the girls every day, so they know they can find us when the need arises. It’s all part of our commitment to ensuring they are secure and happy. It’s what makes being a houseparent one of the best jobs in the school.” Hayley and Ryan Garnsworthy Dun Holme
“ The best thing about boarding is that everyone is so friendly and the house feels like a home.� Isabel, Reader Harris
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In the house Meet some of our girls in house. They’re a whirlwind of activity, with all the bounce and optimism of girls at an early stage in their educational adventure. “We love life in house,” Georgina enthuses. “It’s great to live with our friends, and to be alongside older girls. We learn a huge amount from them.” Tills agrees, saying: “It’s a busy atmosphere and there’s always something to do. We never get bored, with activities like tree-climbing, tennis, hockey, singing and drama to keep us amused. We even have a house disco.” Because they come back to the house between lessons and for mealtimes, the girls agree that it feels very much like home. “It’s a really friendly environment and we all look out for each other,” explains Bella. “Our houseparents and tutors are really supportive, so we feel well cared for.”
The girls are all excellent ambassadors for the school, but be warned – every girl will say her house is the ‘best in school!’
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The school chaplain’s principal aim is to offer pastoral care to the whole community, regardless of their faith.
Body, mind and spirit Sherborne Girls has a Christian foundation, and is committed to nurturing the spiritual lives of all girls, regardless of their faith commitments. But more than that, we see these precious years as an opportunity to encourage thoughtfulness and reflectiveness about religious belief. That is why we encourage a culture of openness and rigour when it comes to matters of faith. Our annual confirmation classes are well attended, and give girls a chance to examine their Christian beliefs in a friendly and supportive environment. Likewise, our programme of guest speakers and regular discussions about important faith matters ensure girls engage in spirited debate about life’s big questions. And the chaplain is on hand to provide further guidance for those who want to discover more. The chaplain’s role is also to be a pastor to the whole school community. Based in the Ark, beside the School Hall, the chaplain is equally available for those individuals who need a quiet word or a moment of calm. A special book is available in which girls write prayer requests, and regular communal acts of worship provide a focus for the school’s shared spirituality. In these ways and more, we hope every girl can grow in understanding and develop her own beliefs. This helps prepare all of our pupils for adulthood, giving them a sense of rootedness and of wonder in an environment that they will carry in their hearts and minds forever.
Our full-boarding ethos We are committed to providing a genuine full-boarding education and during term time, the girls are busy seven days a week. There are lessons Monday to Friday and Saturday morning, along with regular opportunities to become involved in sport, music and drama, and an array of co-curricular activities. It is our belief that girls should have a full enough programme to be stimulated and challenged, while preserving time for reflection, relaxation and socialising. As such our wellbeing strategy is focused on body, mind and spirit; providing the conditions for a balanced lifestyle – one that will shape the girls’ dispositions well into the future. Each house organises its own programme of activities at weekends, including trips out, parties, and arts and sporting competitions. In addition, girls are encouraged to use their initiative – if there’s an interest they’d like to pursue, we do all we can to help them. Our proximity to Sherborne School and the well-established collaboration within music, drama and sport, offers the best of both worlds for parents who want the benefits of single-sex education but also wish for a normal social environment for their daughters.
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21st century women Academic excellence is in our DNA. We take an enlightened approach to education, recognising that intellectual growth is about more than brilliant exam results. But by the same token, we do everything in our power to help girls realise their potential, knowing that their performance at this stage will shape their ambitions for the future.
Our Learner Profile informs every interaction with pupils from an educational point of view. It identifies the virtues and dispositions that we encourage so that they can thrive in the modern world. Our focus is on forming character, rather than the mere acquisition of knowledge. That way, girls will be equipped for the 21st century, in all its mess and muddle, excitement and opportunity. Through interactive, imaginative and individualised teaching, we help our pupils become considerate and careful thinkers, capable of solving problems
“ Pupils show outstandingly positive and productive attitudes to their work and study. They are highly effective learners who work hard and persevere in all they do.” ISI Report 2017
and reasoning creatively. We ensure they have balance in their intellectual development, are open-minded and inquiring, are comfortable taking risks and capable of reflecting on their experiences to refashion behaviour for the future. In the Sixth Form, girls may study three or four A Level courses with an array of additional enrichment opportunities for increasing intellectual curiosity, a love of learning and preparedness for university and working life.
Using technology wisely One of the defining features of our contemporary world is the prevalence of technology. We’re keen to encourage girls in their use and understanding of the latest innovations, while enshrining healthy attitudes to technology that facilitate growth and wellbeing. Our mobile phone policy was developed in consultation with pupils, parents and experts in the field. We restrict use of personal mobile devices during the day, and girls hand them in at night. This improves the quality of sleep, reduces anxiety and allows space simply to dwell in the world and enjoy the moment. But that is not to say we don’t value technology. Girls have pen-enabled devices and we encourage them to combine the traditional library with online research tools. Much of the curriculum is delivered through digital learning, using technology that enables more effective communication between teacher and pupil, as well as more opportunity for collaborative work between pupils. Along with building the use of Microsoft 365, coding and programming into the curriculum, we ensure that girls are prepared for the digital world they will face and able to master it on their own terms.
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“ A real gem amongst the girls’ only full-boarding schools” Good Schools Guide
Learner profile Our Learner Profile underpins all learning, ensuring girls not only develop their knowledge but also the skills and attributes to thrive in the 21st century. We prompt our girls to be open in their communications with others, sharing their thought processes and being receptive to critique. Our specialist and well-qualified teachers share their passions and interests, ensuring girls develop a rich knowledge of a variety of disciplines, and identify their own strengths to specialise when appropriate. Above all, we set up conditions in which girls become caring, compassionate and principled people. People who can be relied upon to do the right thing, to act on the basis of more than selfinterest, with integrity and honesty and a strong awareness of the needs of others.
Individualised learning Our ambitious approach to education can only be achieved through careful teaching that is attentive to the needs of every pupil, along with the support of our bespoke tutor system. Every girl has a dedicated tutor who she meets with regularly. The tutor’s aim is to ensure each girl fulfils her potential, academically and in terms of her personal development; encouraging her interests, monitoring her academic progress, advising on study skills, time management, career and higher education aspirations and helping her in making choices. Our class sizes and the time available as a result of our full-boarding ethos, also help create an environment in which girls can grow into 21st century women, ready to face the challenges and adventures of an uncertain, thrilling and stimulating world.
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An excitement for learning Get a group of Sherborne Girls together and there is always a tangible sense of excitement. They speak with enthusiasm about their learning, their hobbies and their friends. So it is with Tilly, Kelly, Lottie and Emily – a group of girls who have an impressive variety of gifts between them. Tilly excels at sport. She loves hockey, netball, squash and tennis, in which she receives specialist coaching to develop her skills. It’s a similar story with Kelly, though her passion is music. She has an Associate of Trinity College London (ATCL) Diploma in the flute and is also a gifted pianist. Lottie is a natural academic. She already knows that she’d like to read PPE at university, and has recently written an outstanding Higher Project Qualification (HPQ) essay entitled, “How to be a good leader”.
Emily is another academic high-flier, with a passion for languages and a love of maths and science. She’s thinking of a career in engineering, and raves about her physics lessons, where she learns about real-world applications of scientific theories. Despite their individual talents, the girls have a huge amount in common. They all enjoy a busy social life, taking part in a variety of activities like sport, music, drama and art. And they all agree that they love Sherborne Girls, thanks to top-quality teaching, brilliant pastoral support and a clear encouragement to develop independence and set an example to others.
Inspirational teaching comes as standard Jo Massey is a physics teacher with a difference. On the two days of the week that she’s not in the lab at Sherborne Girls, she works as a structural engineer. “I’m very lucky in that I get to do two jobs I love,” she reflects. “But I hope the girls also benefit. I try to illustrate my teaching with real-world examples, and have taken girls out on-site to show them live projects.” Jo hopes that she can be a role model for girls who may not think of engineering as an obvious career. “I’m forming their attitudes as much as their intellects,” she says. “My hope is that the next generation of young women will be as interested and inspired by the thought of being an engineer as they are by the thought of being a lawyer, medic or accountant. They’re all professions with great prospects, providing an opportunity to shape and improve the world.”
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S HER BO R NE GIR L S
Breadth of opportunity We have a simple policy at Sherborne Girls when it comes to co-curricular activities: girls should have as much choice as possible and be encouraged to sample a rich variety of pursuits, to complement the breadth of opportunities in the curriculum.
We have a thriving music scene, with choirs, orchestras, rock bands and ensembles providing plenty of opportunity to perform in company with others. Naturally, we also employ an array of instructors – if a pupil wants to learn or develop her skills on a particular instrument, the chances are we’ll have a specialist on hand to help.
Sport is a big focus for many of our girls, and we lay on a suite of activities that mix team sports with individual disciplines. If a girl shows an aptitude in a given sport, we’ll make sure we nurture her talent and help her pursue routes to success, including county and national representation.
It’s a similar story when it comes to drama. Whether they want to perform, or get involved backstage, girls are given every encouragement to flex their creative muscles. And for those who want to attain formal qualifications in public speaking or drama, we have the wherewithal to make it happen.
Along with a wide selection of clubs and societies, including debating, dance, science, robotics, art, engineering and IT, there really is never a dull moment. That’s what makes it such a bustling community, full of girls with a zest for life and the time to explore their passions.
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Fit for life What you learn on the sports field, you carry with you for life. That is why we give pupils every opportunity to excel in their chosen sport, while understanding that everyone can gain from the experience of competing. We have a record of encouraging sporting excellence, counting world champions, national and county team players and high-performance athletes among our number. But we also value the efforts of girls who simply want to get active, on the hockey pitch or lacrosse field, in the gym or swimming pool, or even by haring down a ski slope in the French Alps. For us, it doesn’t matter which sport a girl pursues. It’s her involvement that counts. So while we are committed to helping those with innate ability to
achieve their goals, we’re also keen to encourage a school-wide interest simply in being active and keeping fit. This is part of our wellbeing strategy, which recognises the interplay between physical and mental health. But it’s also because we understand how sport shapes dispositions. It encourages resilience and determination, positive thinking and discipline, and gives ample opportunity to rub along with others, sharing jokes and motivation, success and disappointment. These experiences help girls find their place in the world. They help them believe in themselves, and in their ability to achieve their ambitions. Sport shapes us for life – and we want our girls to enjoy that in abundance.
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Rifle shooting is just one of the numerous co-curricular activities where girls are encouraged to try new experiences.
An incredibly popular sixth form option, the Leiths School of Food and Wine course has been specifically designed to teach the basic skills necessary to become a confident, capable and efficient cook.
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S HER BO R NE GIR L S
Culture of ambition We engender a culture of excellence in all aspects of school life and for all members of the community. The girls are aspirational, optimistic and have a sense of purpose for the future. We see this as an important feature of the education we provide – helping girls discern a vision for their next steps, and giving them the courage and confidence to make it real.
problem solving. That way, they can tell a story about their own formation, and feel proud of all that they’re becoming during their time at school.
Our individualised learning empowers girls to identify their strengths, work on their weaknesses, and set their sights on the future. We signpost the skills and aptitudes they are developing through their studies and co-curricular activities, so they know when they’re exhibiting effective leadership, strategic thinking, or
Then, when the time comes to take their first steps into the wider world, they know who they are and what they stand for. They have a sense of what they want to do. And they are able to speak with confidence about their ambitions, confident that they have what it takes to form the world, and pursue their dreams.
“ I’ve really enjoyed the opportunity to participate in so many sports from hockey and lacrosse to netball, cross country and swimming. I’m proud to have represented my house and the school which has given me a huge sense of achievement.” Matilda, Sports Prefect
Building confidence in public speaking As a former TV news journalist, Head of English Louise Troup knows a thing or two about public speaking. She’s sharing her expertise, along with her love of language and the art of persuasion, through a rejuvenated Debating Society. “The premise of our society is simple,” Louise reports. “We set up a motion for discussion and two pupils speak for each side of the argument. They deliver a three-minute speech, adjudicated by a chairperson, in which they are encouraged to demonstrate their understanding of the topic.” The debates often inspire girls to mount passionate arguments, and the ensuing discussion is never less than rigorous. “The experience is invaluable in equipping girls with confidence in public speaking, and in defending a point of view,” Louise says. “It is through activities like this that they develop habits of being that will shape them for the future, making them ready to inhabit the world with confidence, grace and no small amount of style.”
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Aiming high For all their brilliant diversity, Sherborne Girls sixth-formers tend to have some characteristics in common. For example, they are friendly, compassionate and driven to make a contribution to the wider world. They are also ambitious, for themselves and society in general. So it’s no surprise to discover that sixth-formers Natasha, Hannah and Tilly are aiming high when it comes to the next stage of their education. “I hope to take a gap year to become fluent in Spanish before studying for a combined honours in social sciences at Durham. I am then considering going into consulting or a political think tank,” says Natasha. “I’ve really enjoyed being involved with clubs like Model United Nations and Amnesty International while at school. They’ve given me a wider perspective on the world, and the desire to do something meaningful with my life.”
It’s a similar story for Hannah, who is keen on a career in the diplomatic service. A former resident of Hong Kong, she hopes to read International Relations and Chinese at St Andrews. She says she has hugely enjoyed co-curricular drama while at school. “Acting has helped me develop my skills at public speaking,” she explains. “That’s a crucial skill for the future, regardless of the profession you end up in.” Tilly, meanwhile, is taking a gap year to do some volunteering with children and conservation work in Madagascar before applying to Oxford or Durham to read Geography. “The teaching at Sherborne Girls is inspirational,” she observes. “There is always an opportunity to discuss topics in detail, and the teachers treat us as equals. That’s given us the confidence to believe in ourselves, to develop our enthusiasms and interests, and to think we can make a difference to the world.”
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When the girls reach the Sixth Form, we offer a range of interviews, visits, advice, talks, networking sessions and tests which aim to help the girls decide the best path for them after school.
Careers and Higher Education We value education for its own sake. We believe that nothing is more important than providing girls with an opportunity to discern their gifts, grow as people, and develop their skills and knowledge. Even so, we know that our girls have an eye on the future. They may wish to be medics, or vets, or lawyers or accountants. They may dream of being architects, artists, engineers, actors or musicians. They may be drawn to writing, to journalism or to film and television. And, in the short term, we know that the vast majority will seek a place at university. Whatever direction they wish to pursue, our Careers and Higher Education department provides information and encouragement to succeed. We lay on a variety of events and activities to help girls plot their path, developing their skills in areas such as interviewing, application writing and networking. With strong contacts at UK universities, we steer girls through UCAS applications, helping them identify the right course and institution for their needs and desires. We also understand the wider Higher Education sector, and can help girls apply for apprenticeships or internships, as well as applications to US universities. Added to the networking opportunities organised by Sherborne Old Girls and the Women in Leadership programme, we give pupils ample opportunity to explore their options and make valuable contacts. As a result, by the time they leave us, they are ready to take the next step in pursuing their ambitions.
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S HER BO R NE GIR L S
Leadership and management
Leadership is the art of bringing out the best in yourself and others. It is about taking responsibility for the performance and wellbeing of a team, keeping those around you motivated, and nurturing their talents for the good of the group. We encourage a spirit of self-reliance, entrepreneurship and inquisitiveness in every facet of school life. We want girls to know that an adventure can take flight as much in the library or debating hall, the rehearsal room or science lab, as it can in wild country. It’s all about forming the right dispositions, being open to anything, and pursuing dreams.
An adventurer speaks “Out in the hills during our Duke of Edinburgh’s Award Bronze expedition, I really grew as a person.
With ample opportunity to take responsibility for the wellbeing and formation of their peers, our girls taste leadership at an early age. We believe this equips them for the future, ensuring they can grasp opportunities, solve problems, and cast a compelling vision that brings others along for the ride.
We walked about 12 miles a day for two consecutive days, which was enough to test our endurance. As well as getting from A to B, we had to map-read, set up camp and feed ourselves – and maintain a good relationship with our team members!
There are few finer contexts in which to develop such skills than the great outdoors. That is why we give every pupil the opportunity to breathe deeply of the fresh air, and enjoy the challenge of outdoor adventure.
When you’re tired and hungry in the middle of nowhere, it can be hard to keep rubbing along with other people. But we helped each other, encouraged each other, and were really happy to achieve something together that we could never have achieved alone.”
We do this through formal programmes such as the John Muir Award and the Duke of Edinburgh’s Award. We offer this at Bronze, Silver and Gold level, and a high proportion of girls take part. For those who choose not to, the option of an Arts Award provides a chance to focus on another area of personal growth and development.
Lucy Duke of Edinburgh’s Award Bronze recipient
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“It has been really intriguing to see the school from the inside,” says Alice. “We’ve spent a lot of time with the Headmistress, and have learned a huge amount from her about leadership, bringing out the talents of those around you, and being attentive to the wellbeing of everyone in your care. She’s been an inspiration to us – a great example of how to hold a community together.”
Meet the Heads of School Like their predecessors as Heads of School, upper sixth-formers Madeleine and Alice were interviewed for their position and now lead a team of 20 prefects. “It is good to have a high-stakes interview under our belts,” Madeleine remarks. “It gives us a lot of confidence in advance of the next stage of our education, where these skills become even more important.” Having shown their suitability for the job – meeting criteria that include having a natural aptitude for leadership, a willingness to set an example to younger girls, and a desire to serve the school – Madeleine and Alice took to it with aplomb.
Madeleine and Alice have had plenty of opportunity to emulate the Headmistress’s style, and find their own way of leading the community. Both take school prayers on a regular basis, addressing the whole school on a topic that is close to their hearts. They are well-known around the school, and girls of all ages come to them with problems, comments or concerns. “It’s such a privilege to serve the community in this way,” Madeleine reflects. “When I was young, I admired the older girls, who were always encouraged to look out for us. Being Head of School is a chance to inspire the next generation and give something back to this community. I hope we’ve done the job to the best of our abilities, and will leave a legacy of which our teachers and fellow pupils can be proud.”
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S HER BO R NE GIR L S
Our community
Community lies at the heart of Sherborne Girls. It is the air that we breathe, our heart and soul, our very essence. We believe that girls are formed through their membership of our community. It is the means of their becoming, the bedrock of our shared existence. We celebrate it, nurture it and enjoy it. Because that’s what it means to be a place of education and formation. That’s what it means to be a home from home.
When we talk about community, we don’t just mean the special bonds of affection that exist within our school. We are also thinking of the beautiful Dorset town of which we’re so proud to be a part. We enjoy close links with neighbouring schools and with the wider community, encouraging girls to volunteer for local charities and organisations, and ensuring they make the most of our unique setting.
A wider perspective Amelia knew Sherborne even before coming to school. Her brother was a pupil at Sherborne School, so she was familiar with the town and its unique culture. Since arriving in L5 (Year 9), Amelia has thrown herself into every aspect of school life. A sports and academic scholar, she plays hockey and netball to a very high standard, and excels academically. She’s taken part in the Duke of Edinburgh’s Award and went on an exchange programme to Toronto during the L5. “The exchange was one of the best things I’ve ever done,” she reports. “I spent four weeks immersed in a completely different culture, and then hosted my exchange student here for the same period, ensuring she felt welcome in our community. We’re still really close, and see each other as much as possible.” Experiences like these live long in the memory, and Amelia is in no doubt that they’ve shaped her attitude to the world around her. “We’ve always been encouraged to think of others, whether they’re in our local community or further afield,” she says. “That’s why I volunteer at a local nursing home and take every opportunity to get involved in community events. I think it has also shaped my vocation to be a doctor – because I want to give something back to society, and share the riches of my education with the world at large. That’s an important feature of the learning experience at Sherborne Girls: it gives you a sense of service as well as of ambition.”
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Small world, big opportunities We offer an extensive exchange programme with schools from across the globe. Pupils have the chance to spend time in Toronto, Tasmania, Johannesburg and Qatar. We are involved in a number of projects and partnerships with state schools and community groups. Such initiatives include girls volunteering in local primary schools, taking part in community music ensembles and drama competitions, performing to patients and visitors in the local hospital, interacting and connecting with adults with specific needs within the community and sitting as Youth Advisors on Sherborne Town Council. Outreach experiences such as these, together with our exchanges, are profoundly formational. They shape girls’ dispositions, enhance their understanding of the world around them, and help them build relationships beyond the school gates.
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“ It’s the ethos of community that impresses most about Sherborne – warm , welcoming and wonderfully down to earth” Alex Dickson Leach, Parent, Old Girl, Sherborne Girls Foundation trustee
A foundation for success We are ambitious for the future. We want to continue providing a rich educational experience that prepares girls for success in the 21st century, nurturing their dreams and giving them confidence to grow. In order to achieve this, we need to ensure we have the very best facilities for every area of our curriculum, and for our extensive co-curricular programme. That is why we have established The Sherborne Girls Foundation, to help support our unique institution. The Foundation has played a crucial role in funding our new flagship arts centre, as well as opening up a Sherborne Girls education to
a wider cross-section of society by supporting our Candlelight Bursaries programme. But it is about more than fundraising: it also identifies the skills, talents and passions of our wider community – giving supporters the chance to contribute to school life in whatever way most fires them up. For some, this may involve sharing expertise, inspiring students with their own experience, or applying their intelligence in ways that bring vibrancy and growth. The Foundation represents our wider community, therefore. It is a body for our future, shaping our life together today.
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S HER BO R NE GIR L S
What to do next
Come to a Tour Morning You are warmly invited to attend one of our popular tour mornings which are held throughout the academic year and can be conveniently booked online at sherborne.com. You will have the opportunity to visit one of the boarding houses, tour the school and meet the Headmistress and senior members of staff for a question and answer session. Pay an Individual Visit This offers a tour of the school, a visit to a boarding house and a short meeting with the Headmistress or one of her deputies. To book your visit to Sherborne Girls, please contact our Admissions Team by emailing registrar@sherborne.com or telephone 01935 818224.
Useful information Tour Mornings Regularly throughout the academic year Sixth Form Scholarship Exams November 11+ and 13+ Scholarship Exams January and February Scholarships are offered in the categories of Academic, Music, Art, Drama and Sport
Registering for a Place Places at Sherborne Girls are reserved by registration. Places are awarded on the basis of an entrance examination and a school reference. The main entry points are at 11+, 13+ and 16+. Due to high demand for places, we advise parents to register their daughter two years prior to the year she wishes to join. Registration will ensure that you are invited to key events and kept up to date with school news and information. Full details of the admissions process, entrance testing, scholarship opportunities along with the registration form can be found on the website: sherborne.com
“ Public School of the Year� Tatler School Awards 2017
Sherborne by numbers
90 61
per cent of girls are full boarding
per cent of girls study STEM subjects in the Sixth Form
97 100
per cent of girls go on to higher education
er cent of girls take part in charity or p community outreach projects
2 267
hours from London Waterloo
pupil leadership roles within the school
01935 818224 registrar@sherborne.com sherborne.com
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Sherborne Girls Bradford Road Sherborne Dorset DT9 3QN