By Amanda Hardie, Headteacher
As a member of the Girls’ Day School Trust (GDST), Newcastle High School for Girls (NHSG) benefits from cutting-edge research, such as the Designing the Future of Girls’ Education Insights Report and Framework.
This report builds on decades of GDST expertise, alongside insights from academics, educators, pupils, and campaigners. It follows the landmark 2022 Girls’ Futures Report, which explored girls’ experiences growing up today and how education can support their ambitions.
Such reports, combined with NHSG’s ongoing consultations with teachers, pupils, and parents, help us refine our girls-only approach, ensuring we foster a culture and curriculum that empower every girl to learn without limits.
At NHSG, we nurture an environment where girls are encouraged to dream big, speak up, and aim high and the GDST report helps us build on this foundation, ensuring every girl develops the confidence to become her best self.
Inspiring Education for Every Girl
The Designing the Future of Girls’ Education report identifies three key areas: Classroom, Curriculum, and Culture.
Girls in the Classroom
GDST research highlights that girls often feel underrepresented in co-educational classrooms, where attention can disproportionately focus on a small subset of demanding boys. However, simply creating an all-girl environment isn’t enough-confidence-building and challenge-embracing are also critical.
At NHSG, our classrooms empower girls to explore, question, and take risks. In this collaborative and supportive atmosphere, girls find and confidently use their voices. For example, the report emphasises girls’ preference for project-based learning and collaboration. From Nursery to Sixth Form, our curriculum integrates opportunities for teamwork, whether solving mathematical puzzles in Junior School or analysing key texts collaboratively in Senior School.
The Curriculum and Co-Curriculum
Our mission is to equip girls with tools to succeed in a dynamic world. Whether inspiring STEM engagement, ensuring equal access to sports, or fostering leadership skills, we aim to remove barriers and open doors.
The report stresses the need to break down barriers preventing girls from pursuing STEM. At NHSG, STEM is deeply embedded in our ethos. Our girls defy stereotypes, exploring STEM subjects with enthusiasm from an early age. For example, Junior School pupils engineer pavilion designs, work towards Primary Engineers awards, and participate in Lego League.
Our annual STEMpowerment event connects pupils with industry leaders, universities, and innovative technology. This hands-on exposure fosters curiosity and passion for STEM careers. Furthermore, NHSG has partnered with Sage and Northumbria University to deliver a bespoke STEM Diploma, equipping our girls with indemand tech skills.
Culture
Creating an empowering culture for girls is paramount. There’s a perspective suggesting gender equality is best achieved in coeducational settings. I strongly disagree. Research and the GDST report highlight that girls thrive when their education focuses on their unique needs. In mixed settings, girls often adapt their behaviour to fit rather than flourish. Our environment prioritises girls empowerment, equipping them with the skills to challenge inequality and navigate life with resilience.
Role models play a pivotal role in cultivating this culture. At NHSG, alumnae regularly share their journeys with pupils, discussing both their achievements and the challenges they’ve overcome. These powerful stories inspire our girls to aim high. Beyond our community, events like the Future First Conference expose pupils to trailblazing women in diverse fields, fostering ambition and showcasing what’s possible.
Looking Ahead
The GDST’s Designing the Future of Girls’ Education report is a reminder of why girlsonly education is so powerful. It challenges us to keep innovating and collaborating to empower the next generation. By continuing to nurture a supportive, ambitious culture, we can equip girls to shape a more equal future.
www.newcastlehigh.gdst.net