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Wimbledon High School GDST[1]

Independent · ages 4–19

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Headline results

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

Results

GCSE (key stage 4)

Attainment 8
67.2 2025/26[3]
Grade 5+ in English & maths
0% 2025/26[3]
Grade 7+ in English & maths
0% 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 Grade 7+ in English & maths
2024/25 81[5] 100%[5]
2023/24 73.5[6] 100%[6]
2022/23 70.5[7] 100%[7]
2021/22 35.7[8] 0%[8]

A level (16–18)

A-level average grade
A 2024/25[2]
AAB or better, at least two in facilitating subjects
58% 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] 70.6%[10]
2022/23 A[11] 59.6%[11]
2021/22 A+[12] 74.7%[12]
2018/19 A[13] 62.2%[13]

Ofsted

No published data for this school.

Competition to get in

Admissions

Places (published admission number), 11+ entry
60 2026-10-14[14]
Test registration closes
12 Oct 2026 Entry Sept 2027[15]
Test registration opens
24 Apr 2026 Entry Sept 2027[15]
Sibling priority
preference will be given to the sister of a student already in the school 2026-10-14[14]

Character & practicalities

Type
Other independent school[1]
Ages
4–19[1]
Boys / girls
Girls[1]
Admissions
Selective[1]
Sixth form
Yes[1]
Boarding
No boarders[1]
Capacity
1095[1]
Local authority
Merton[1]
Website
www.wimbledonhigh.gdst.net[1]
District
Merton[16]
Postcode
SW19 4AB[1]
URN
102692[1]

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

Pupils

Number on roll
1073 2024/25[17]
SEN support
14.5% 2024/25[17]
EHC plan
0% 2024/25[17]
Free school meals in the last 6 years
0% 2024/25[17]

Practicalities

Admissions contact
The admissions contact information for Wimbledon High School includes a URL, an email address for junior admissions, and no phone number. 2026-10-14[18]
Occasional places
The school occasionally assesses for interim places in other year groups, but does not accept new students in Year 11 or Year 13. 2026-10-14[19]
Occasional places
The school assesses for occasional Junior School places in other year groups on an as needed basis. 2026-10-14[20]
Open events
The Junior School open events for 2028 entry are scheduled for late spring 2027. Entry Sept 2028[21]
Scholarships
Academic scholarships are awarded based on 11+ assessment performance and are available for Year 7 and Year 12, but not for the Junior School. Music, Drama, and Sport scholarships require separate applications and are available for Year 7, but their values are not stated on the page. 2026-10-14[22]

Routes to senior schools

Priority in admissions at 11+: Wimbledon High School GDST
no guarantee: juniors sit the same 11+ as external candidates; the school aims for all to move up and about 90% do We aim for all Junior School girls to move into the Senior School; on average around 90% of our Junior girls do so. All Junior girls will sit our 11+ assessment so that they join the Senior School having been through the same experiences as external candidates. 2026-10-14[23]

In the inspectors' and the school's words

Academic
Teaching stretches and challenges pupils to achieve their best. to engage in ambitious and rigorous intellectual thought, whilst also holding on to the joyfulness and light-heartedness of childhood.[24]
Warmth
When new pupils arrive at the school leaders ensure they feel welcomed and supported There is a sense of community and loyalty that permeates from leaders who value and respect everyone in the school[24]
Pastoral care
Throughout the school, pupils’ wellbeing is given the highest priority, alongside a strong focus on academic, social and emotional growth. Regular pastoral check-ins assist and promote pupils’ positive mental health and wellbeing.[24]
Behaviour
This is evidenced by their highly respectful behaviour, active participation in class discussions and positive peer-to-peer interactions[24]
Learning support
Pupils in the junior school, including those who have SEND, make good progress. in some lessons in the senior school, the strategies suggested to support pupils who have SEND are not applied.[24]
Enrichment
Leaders ensure there is an extensive range of extra-curricular activities The school ensures a highly diverse and extensive array of activities[24]
Pupil voice
Leaders have provided a wealth of opportunities, responsibilities and experiences for pupils to develop leadership skills pupils valued their work in the wider community so much that they now initiate their own projects[24]
Independence
They take ownership of their learning, work independently and reflect on their strengths and relative weaknesses. Teaching encourages independent analysis and intellectual inquiry, fostering responsible and independent learners. Pupils are self-motivated.[24]
Collaboration
They enjoy opportunities to collaborate and to reflect on their learning. Pupils value co-curricular activities and opportunities to work with pupils from different year groups.[24]
Structure
The behaviour policy encourages impeccable conduct through appropriate rewards and sanctions.[24]
Diversity
Leaders demonstrate a strong commitment to ensuring inclusivity and diversity. English is an additional language for 71 pupils in senior school and 40 pupils in junior school.[24]
Academic
Teaching stretches and challenges pupils to achieve their best. In the senior school, a high proportion of pupils achieve the top grades in external examinations.[25]
Warmth
When new pupils arrive at the school leaders ensure they feel welcomed and supported embodying the school’s aim of ‘stepping in’. There is a sense of community and loyalty that permeates from leaders who value and respect everyone in the school[25]
Pastoral care
Throughout the school, pupils’ wellbeing is given the highest priority, alongside a strong focus on academic, social and emotional growth. Regular pastoral check-ins assist and promote pupils’ positive mental health and wellbeing.[25]
Behaviour
This is evidenced by their highly respectful behaviour, active participation in class discussions and positive peer-to-peer interactions[25]
Learning support
in some lessons in the senior school, the strategies suggested to support pupils who have SEND are not applied. However, pupils in the senior school who have SEND achieve less well relative to their peers.[25]
Enrichment
Leaders ensure there is an extensive range of extra-curricular activities, many of which are suggested and run by senior pupils.[25]
Pupil voice
Leaders have provided a wealth of opportunities, responsibilities and experiences for pupils to develop leadership skills they now initiate their own projects and work with school leaders to develop their ideas.[25]
Independence
They take ownership of their learning, work independently and reflect on their strengths and relative weaknesses. Teaching encourages independent analysis and intellectual inquiry, fostering responsible and independent learners.[25]
Collaboration
Pupils are self-motivated. They enjoy opportunities to collaborate and to reflect on their learning. The school’s vertical house system ensures that pupils from different year groups meet weekly.[25]
Structure
Strong expectations of behaviour promote good learning outcomes and a sense of safety and security amongst pupils. The school’s adopted approach around the power of learning through play, ‘playful scholarship’, is used throughout the school.[25]
Diversity
Leaders demonstrate a strong commitment to ensuring inclusivity and diversity. English is an additional language for 71 pupils in senior school and 40 pupils in junior school.[25]

Sources

  1. 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.
  2. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  3. 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.
  4. 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.
  5. Department for Education: Compare School Performance download: KS4 final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  6. Department for Education: Compare School Performance download: KS4 final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
  7. Department for Education: Compare School Performance download: KS4 final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
  8. Department for Education: Compare School Performance download: KS4 final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  9. 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.
  10. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
  11. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
  12. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  13. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
  14. wimbledonhigh.gdst.net: wimbledonhigh.gdst.net — Senior admissions faqs. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (2)
    We tend to offer about 60 external places into Year 7, with the ratio of applicants to place typically about 10 to 1, but clearly this varies year on year. (p. 1)
    preference will be given to the sister of a student already in the school. (p. 1)
  15. wimbledonhigh.gdst.net: wimbledonhigh.gdst.net — Sixth admissions. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (2)
    Deadline: 12 October 2026 at 12.00 noon. (p. 1)
    Applications open on 24 April 2026 (p. 1)
  16. 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.
  17. Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  18. wimbledonhigh.gdst.net: wimbledonhigh.gdst.net — Joining wimbledon high. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (2)
    You are also very welcome to email the Admissions team on either junior-admissions@wim.gdst.net or senior-admissions@wim.gdst.net if you have any queries. (p. 1)
    Please click on the relevant section to learn more about the admissions process into the Juniors, Seniors and Sixth Form. (p. 1)
  19. wimbledonhigh.gdst.net: wimbledonhigh.gdst.net — Senior admissions. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (3)
    Our usual entry point is for 11+ (Year 7), but occasionally interim places become available in other year groups. (p. 1)
    We do not admit new students into Year 11 (GCSE year) or Year 13 (A Level year). (p. 1)
    Applicants will be assessed differently according to the year she is applying for. Each paper is set at an age appropriate level for the year of entry. Please note that we do not accept new students in Year 11 or Year 13. (p. 1)
  20. wimbledonhigh.gdst.net: wimbledonhigh.gdst.net — Junior admissions. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (3)
    On rare occasion, a place may become available in our Junior School outside of our Reception entry point (4+). (p. 1)
    We assess for any Junior School places that may arise in other year groups on an as needed basis. (p. 1)
    For occasional places in our Lower Junior School these assessments will usually take place in March. For occasional places in our Upper Junior School these assessments will usually take place in November. (p. 1)
  21. wimbledonhigh.gdst.net: wimbledonhigh.gdst.net — Visit us. Period 2026-10-14. Licence: copyright-quoted.
    Quote
    Your next opportunity to visit our Junior School will be late spring 2027, as we look towards 2028 entry. (p. 1)
  22. wimbledonhigh.gdst.net: wimbledonhigh.gdst.net — Bursaries scholarships. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (3)
    We offer a number of Academic Scholarships at 11+. No separate application is necessary - they are awarded based on performance in our 11+ assessments. These can be worth up to 20% of fees but are usually 5 - 10%. (p. 1)
    We also offer 11+ Scholarships in Music, Drama and Sport. A separate application must be made for these scholarships by the registration deadline. (p. 1)
    We also have Sixth Form Scholarships available for Art, Drama, Sport and Music. (p. 1)
  23. wimbledonhigh.gdst.net: wimbledonhigh.gdst.net — Faqs. Period 2026-10-14. Licence: copyright-quoted.
    Quote
    We aim for all Junior School girls to move into the Senior School; on average around 90% of our Junior girls do so. All Junior girls will sit our 11+ assessment so that they join the Senior School having been through the same experiences as external candidates (p. 1)
  24. reports.isi.net: reports.isi.net document (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (20)
    When new pupils arrive at the school leaders ensure they feel welcomed and supported (p. 3)
    There is a sense of community and loyalty that permeates from leaders who value and respect everyone in the school (p. 12)
    Teaching stretches and challenges pupils to achieve their best (p. 3)
    to engage in ambitious and rigorous intellectual thought, whilst also holding on to the joyfulness and light-heartedness of childhood (p. 8)
    Throughout the school, pupils' wellbeing is given the highest priority, alongside a strong focus on academic, social and emotional growth (p. 6)
    Regular pastoral check-ins assist and promote pupils' positive mental health and wellbeing (p. 3)
    This is evidenced by their highly respectful behaviour, active participation in class discussions and positive peer-to-peer interactions (p. 6)
    Leaders demonstrate a strong commitment to ensuring inclusivity and diversity (p. 7)
    English is an additional language for 71 pupils in senior school and 40 pupils in junior school (p. 15)
    The behaviour policy encourages impeccable conduct through appropriate rewards and sanctions (p. 10)
    Leaders ensure there is an extensive range of extra-curricular activities (p. 9)
    The school ensures a highly diverse and extensive array of activities (p. 12)
    Leaders have provided a wealth of opportunities, responsibilities and experiences for pupils to develop leadership skills (p. 3)
    pupils valued their work in the wider community so much that they now initiate their own projects (p. 6)
    They take ownership of their learning, work independently and reflect on their strengths and relative weaknesses (p. 3)
    Teaching encourages independent analysis and intellectual inquiry, fostering responsible and independent learners. Pupils are self-motivated (p. 8)
    They enjoy opportunities to collaborate and to reflect on their learning (p. 8)
    Pupils value co-curricular activities and opportunities to work with pupils from different year groups (p. 8)
    Pupils in the junior school, including those who have SEND, make good progress (p. 8)
    in some lessons in the senior school, the strategies suggested to support pupils who have SEND are not applied (p. 3)
  25. wimbledonhigh.gdst.net: wimbledonhigh.gdst.net — ROU Report 2024-03-26 (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (20)
    When new pupils arrive at the school leaders ensure they feel welcomed and supported embodying the school's aim of 'stepping in' (p. 3)
    There is a sense of community and loyalty that permeates from leaders who value and respect everyone in the school (p. 12)
    Teaching stretches and challenges pupils to achieve their best (p. 3)
    In the senior school, a high proportion of pupils achieve the top grades in external examinations (p. 8)
    Throughout the school, pupils' wellbeing is given the highest priority, alongside a strong focus on academic, social and emotional growth (p. 6)
    Regular pastoral check-ins assist and promote pupils' positive mental health and wellbeing (p. 3)
    This is evidenced by their highly respectful behaviour, active participation in class discussions and positive peer-to-peer interactions (p. 6)
    Leaders demonstrate a strong commitment to ensuring inclusivity and diversity (p. 7)
    English is an additional language for 71 pupils in senior school and 40 pupils in junior school (p. 15)
    Strong expectations of behaviour promote good learning outcomes and a sense of safety and security amongst pupils (p. 3)
    The school's adopted approach around the power of learning through play, 'playful scholarship', is used throughout the school (p. 3)
    Leaders ensure there is an extensive range of extra-curricular activities, many of which are suggested and run by senior pupils (p. 9)
    Leaders have provided a wealth of opportunities, responsibilities and experiences for pupils to develop leadership skills (p. 3)
    they now initiate their own projects and work with school leaders to develop their ideas (p. 6)
    They take ownership of their learning, work independently and reflect on their strengths and relative weaknesses (p. 3)
    Teaching encourages independent analysis and intellectual inquiry, fostering responsible and independent learners (p. 8)
    Pupils are self-motivated. They enjoy opportunities to collaborate and to reflect on their learning (p. 8)
    The school's vertical house system ensures that pupils from different year groups meet weekly (p. 11)
    in some lessons in the senior school, the strategies suggested to support pupils who have SEND are not applied (p. 3)
    However, pupils in the senior school who have SEND achieve less well relative to their peers (p. 8)