City of London School for Girls[1]

Independent · ages 10–18

Headline results

A-level average grade: AL A A 2024/25[2]

Results

GCSE (key stage 4)

Attainment 8: 27.8 2025/26[3]
Grade 5+ in English & maths: 0.8% 2025/26[3]
Grade 7+ in English & maths: 0.8% 2025/26[3]
Progress 8, 2025/26: Not calculated[4]
Progress 8, 2024/25: Not calculated[4]

IGCSEs don't count towards Attainment 8, so it understates many independent schools.

Earlier years
Year	Attainment 8	Grade 5+ in English & maths
2024/25	49.7[5]	0%[5]
2023/24	60.3[6]	0%[6]
2022/23	29.4[7]	0%[7]
2021/22	58.9[8]	0%[8]

A level (16–18)

A-level average grade: A 2024/25[2]
AAB or better, at least two in facilitating subjects: 70.8% 2024/25[2]
All results, 2020/21: Not published (exams cancelled, COVID-19)[9]
All results, 2019/20: Not published (exams cancelled, COVID-19)[9]

Earlier years
Year	A-level average grade	AAB or better, at least two in facilitating subjects
2023/24	A+[10]	71.1%[10]
2022/23	A+[11]	67.7%[11]
2021/22	A+[12]	77.6%[12]
2018/19	A[13]	69%[13]

Destinations after 16–18 study

Sustained education, apprenticeship or employment: 89.9% 2023/24[14]
UK higher education: 76.8% 2023/24[14]
Education: 85.9% 2023/24[14]
Apprenticeship: 0% 2023/24[14]
Employment: 4% 2023/24[14]

Earlier leavers
Left in	Sustained education, apprenticeship or employment	UK higher education	Education	Apprenticeship	Employment
2022/23	87%[14]	77%[14]	82%[14]	0%[14]	5%[14]
2021/22	93%[14]	83.7%[14]	90.7%[14]	0%[14]	2.3%[14]

Shares of the pupils who left in the year shown. Russell Group and Oxford or Cambridge figures were published for leavers up to 2019/20 only.

For independent schools the DfE publishes destinations after 16–18 study only: no destinations after GCSEs and no university progression figures (top third, Russell Group, Oxbridge).

Ofsted

Inspected by: Independent Schools Inspectorate (ISI)[15]

ISI inspection

Inspection: April 2025[16]
Framework: Framework from September 2023[16]
Leadership and governance: Standards met[16]
Quality of education: Standards met[16]
Health and wellbeing: Standards met[16]
Social and economic education: Standards met[16]
Safeguarding: Standards met[16]

Leadership and governance

ISI recommended: The school should ensure all policies are regularly checked and updated as needed.

Quality of education

ISI recommended: The school should use the new assessment system regularly to give pupils clear feedback and help them improve.

Previous ISI inspections: 2024, 2022, 2018, 2015, 2011 (2024 report, 2022 report, 2018 report, 2015 report, 2011 report).

ISI's page for this school

Findings of the Independent Schools Inspectorate (ISI), restated in our own words: not ISI's wording. Read the full report on ISI's website.

Competition to get in

Admissions

Test registration closes: 30 Oct 2026 Entry Sept 2027[17]
Test registration closes: 6 Nov 2026 Entry Sept 2027[18]

Character & practicalities

Fees

No fees published on the school's website that we could verify.

Type: Other independent school[1]
Ages: 10–18[1]
Boys / girls: Girls[1]
Admissions: Selective[1]
Sixth form: Yes[1]
Boarding: No boarders[1]
Capacity: 860[1]
Local authority: City of London[1]
Website: http://www.clsg.org.uk [1]
Nursery classes: No Nursery Classes[15]
Special classes: No Special Classes[15]
Section 41 (can be named in an EHC plan): Not approved[15]
District: City of London [19]
Postcode: EC2Y 8BB[1]
URN: 100001[1]

School details as recorded in Get Information About Schools on 14 Oct 2026.

Pupils

Number on roll: 780 2024/25[20]
SEN support: 12.7% 2024/25[20]
EHC plan: 0% 2024/25[20]
Free school meals in the last 6 years: 0% 2024/25[20]

Practicalities

Admissions contact: The admissions contact details for City of London School for Girls include the provided URL, email, and phone number. 2026-10-14[21]
Occasional places: Occasional places are available for entry into years 8 and 9, with year 9 being more likely. Entry Sept 2027[22]

In the inspectors' and the school's words

Academic: Pupils achieve highly in public examinations and achieve grades above the national average for independent schools.[23]
Warmth: Leaders promote an inclusive and welcoming community. Pupils accept each other's differences and demonstrate an appreciation of cultural diversity.[23]
Pastoral care: Leaders provide effective support for the mental and emotional wellbeing of pupils. Staff ensure that pupils know who they can turn to within the school to discuss worries and concerns if they arise.[23]
Behaviour: Pupils respect each other and have positive attitudes to learning. However, on a small number of occasions, there are instances where some pupils’ behaviour drops below this high standard.[23]
Learning support: Leaders ensure that there are effective systems for identifying the needs of pupils who have special educational needs and/or disabilities (SEND). Pupils who have SEND make good progress.[23]
Enrichment: Leaders provide a broad range of enrichment activities in which all participate, and many go beyond the required involvement. An extensive programme of recreational activities including for pupils above compulsory school age is integrated fully into the school day.[23]
Pupil voice: Listening to pupils' views is an embedded aspect of the school. As a result, pupils confidently communicate their views.[23]
Independence: Pupils are encouraged to self-reflect and develop targets for improvement. A school-based qualification in social, political and economic challenges has been developed, leading to two higher project qualifications[23]
Collaboration: As a result, pupils learn to value teamwork and participation.[23]
Structure: Leaders implement effective behaviour policies that promote good behaviour throughout the school.[23]
Diversity: The school community embraces and celebrates pupils’ differences no matter their background.[23]
Sport: Leaders provide an extensive programme of physical education. Pupils of all abilities develop their skills through a wide range of sporting opportunities and competitive fixtures. Leaders promote a culture where participation and enjoyment matter more than sporting victories.[23]

Sources

Department for Education: Get Information About Schools: all establishments. Period 2026-10-14, published 2026-10-14. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Performance tables schools data (explore education statistics). Period 2025/26, provisional, published 2026-10-15. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Key stage 4 performance 2024/25: data guidance. Period 2024/25. Archived copy; original. Licence: OGL-3.0.
Quote
It is not possible to calculate Progress 8 for academic years 2024/25 and 2025/26 due to gaps in the baseline caused by COVID-19 disruption.
Department for Education: Compare School Performance download: KS4 final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: A level and other 16 to 18 results 2020/21. Period 2020/21. Archived copy; original. Licence: OGL-3.0.
Quote
Due to the impact of the COVID-19 pandemic, the summer exam series was cancelled in both 2020 and 2021, and alternative processes were set up to award grades.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: 16-18 destination measures: 16-19 study leavers institution level destinations. Period 2023/24. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Get Information About Schools: all establishments (independent schools' inspectorate and provision). Period 2026-10-17, published 2026-10-17. Publication page. Data file. Licence: OGL-3.0.
reports.isi.net: reports.isi.net document (PDF). Period 2026-10-17. Licence: copyright-quoted.
clsg.org.uk: clsg.org.uk — Admissions. Period 2026-10-14. Licence: copyright-quoted.
Quotes (2)
Registration for entry in September 2027 is now open and will close on Friday 30 October 2026. (p. 1)
Registration for entry in September 2027 is now open here and will close on Friday 30 October 2026. (p. 1)
cityjuniorschool.org.uk: cityjuniorschool.org.uk — Admissions. Period 2026-10-14. Licence: copyright-quoted.
Quote
Registration will close at 12pm noon on Friday 6 November 2026. (p. 1)
Office for National Statistics: Parish to Ward to Local Authority District (May 2026) Lookup in EW. Period 2026-05-01. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
clsg.org.uk: clsg.org.uk — Admissions. Period 2026-10-14. Licence: copyright-quoted.
Quotes (3)
If you have any questions, please contact our admissions team at admissions@clsg.org.uk. (p. 1)
T: 020 7847 5500 (p. 1)
E: reception@clsg.org.uk (p. 1)
clsg.org.uk: clsg.org.uk — Occasional places. Period 2026-10-14. Licence: copyright-quoted.
Quotes (2)
Places occasionally become available for entry into years 8 and 9. (p. 1)
Occasional places are rare in year 8, but we are likely to have year 9 places. (p. 1)
reports.isi.net: reports.isi.net document (PDF). Period 2026-10-14. Licence: copyright-quoted.
Quotes (17)
Leaders provide an extensive programme of physical education. Pupils of all abilities develop their skills through a wide range of sporting opportunities and competitive fixtures (p. 10)
Leaders promote a culture where participation and enjoyment matter more than sporting victories (p. 10)
Leaders promote an inclusive and welcoming community. Pupils accept each other's differences and demonstrate an appreciation of cultural diversity (p. 3)
Pupils achieve highly in public examinations and achieve grades above the national average for independent schools (p. 8)
Leaders provide effective support for the mental and emotional wellbeing of pupils (p. 10)
Staff ensure that pupils know who they can turn to within the school to discuss worries and concerns if they arise (p. 10)
Pupils respect each other and have positive attitudes to learning. However, on a small number of occasions, there are instances where some pupils' behaviour drops below this high standard (p. 10)
The school community embraces and celebrates pupils' differences no matter their background (p. 10)
Leaders implement effective behaviour policies that promote good behaviour throughout the school (p. 10)
Leaders provide a broad range of enrichment activities in which all participate, and many go beyond the required involvement (p. 3)
An extensive programme of recreational activities including for pupils above compulsory school age is integrated fully into the school day (p. 8)
Listening to pupils' views is an embedded aspect of the school. As a result, pupils confidently communicate their views (p. 6)
Pupils are encouraged to self-reflect and develop targets for improvement (p. 3)
A school-based qualification in social, political and economic challenges has been developed, leading to two higher project qualifications (p. 8)
As a result, pupils learn to value teamwork and participation (p. 10)
Leaders ensure that there are effective systems for identifying the needs of pupils who have special educational needs and/or disabilities (SEND) (p. 3)
Pupils who have SEND make good progress (p. 8)