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Nonsuch High School for Girls[1]

Grammar · Secondary · ages 11–18

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Headline results

Attainment 8
A8 82 81.8 2025/26[2]
A-level average grade
AL A- A- 2024/25[3]

Results

GCSE (key stage 4)

Attainment 8
81.8 2025/26[2]
Grade 5+ in English & maths
100% 2025/26[2]
Grade 7+ in English & maths
93.1% 2025/26[2]
Progress 8
+1.02 2023/24[4]
Progress 8, 2025/26
Not calculated[5]
Progress 8, 2024/25
Not calculated[5]
Earlier years
Year Attainment 8 Grade 5+ in English & maths Grade 7+ in English & maths Progress 8
2024/25 80.5[6] 98.7%[6]
2023/24 81.3[4] 99%[4] +1.02[4]
2022/23 82.3[7] 100%[7] +1.11[7]
2021/22 81.3[8] 100%[8] +0.90[8]

A level (16–18)

A-level average grade
A- 2024/25[3]
AAB or better, at least two in facilitating subjects
58.9% 2024/25[3]
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 B+[10] 41.9%[10]
2022/23 B+[11] 43%[11]
2021/22 A-[12] 51.6%[12]
2018/19 B+[13] 40.5%[13]

Destinations after GCSEs

Sustained education, apprenticeship or employment
99% 2022/23[14]
School sixth form
94% 2022/23[14]
Sixth-form college
1% 2021/22[15]
Further education college
0% 2022/23[14]
Apprenticeship
0% 2022/23[14]
Employment
0% 2022/23[14]
Earlier leavers
Left in Sustained education, apprenticeship or employment School sixth form Sixth-form college Further education college Apprenticeship Employment
2021/22 99%[15] 93%[15] 1%[15] 0%[15] 0%[15] 0%[15]
2020/21 99%[16] 90%[16] 3%[16] 0%[16] 0%[16]
2019/20 100%[17] 94%[17] 1%[17] 1%[17] 0%[17] 0%[17]
2018/19 100%[18] 93%[18] 2%[18] 1%[18] 0%[18] 0%[18]

Destinations after 16–18 study

Sustained education, apprenticeship or employment
96% 2022/23[19]
UK higher education
86% 2022/23[19]
Education
87% 2022/23[19]
Apprenticeship
1% 2019/20[20]
Employment
8% 2022/23[19]
Earlier leavers
Left in Sustained education, apprenticeship or employment UK higher education Education Apprenticeship Employment
2021/22 92%[21] 82%[21] 83%[21] 8%[21]
2020/21 93%[22] 77%[22] 79%[22] 13%[22]
2019/20 85%[20] 74%[20] 77%[20] 1%[20] 7%[20]
2018/19 92%[23] 74%[23] 77%[23] 1%[23] 13%[23]

Higher education after 16–18 study

Progressed to higher education
92% 2021/22[24]
Top third of most selective universities
70% 2021/22[24]
Russell Group universities
68% 2019/20[25]
Oxford or Cambridge
7% 2019/20[25]
Earlier leavers
Left in Progressed to higher education Top third of most selective universities Russell Group universities Oxford or Cambridge
2020/21 93%[26] 63%[26]
2019/20 95%[25] 75%[25] 68%[25] 7%[25]
2018/19 91%[27] 64%[27] 59%[27] 7%[27]
2017/18 94%[28] 62%[28] 58%[28] 5%[28]

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.

Ofsted

Latest inspection
10 Feb 2026[29]
Type
S5 Inspection[29]
Report published
8 May 2026[29]
Inclusion
Strong standard[29]
Achievement
Strong standard[29]
Safeguarding standards
Met[29]
Curriculum and teaching
Strong standard[29]
Attendance and behaviour
Exceptional[29]
Leadership and governance
Strong standard[29]
Personal development and wellbeing
Strong standard[29]
Post-16 provision (where applicable)
Strong standard[29]
Earlier inspections
InspectionTypeOverall
25 May 2021[30] S8 No Formal Designation Visit[30] Good[30]
18 Jan 2017[31] Maintained Academy and School Short inspection[31] No overall grade[31]

Competition to get in

Applications and offers, Year 7

Applications per place
5.0 Entry Sept 2026[32]
Applications (any preference)
1033 Entry Sept 2026[32]
First preferences
274 Entry Sept 2026[32]
Places offered
208 Entry Sept 2026[32]
First preferences per place
1.3 Entry Sept 2026[32]
Earlier years
Entry Applications First preferences Places offered Per place First preferences per place
Entry Sept 2025 1052[32] 340[32] 208[32] 5.1[32] 1.6[32]
Entry Sept 2024 990[32] 304[32] 209[32] 4.7[32] 1.5[32]
Entry Sept 2023 939[32] 301[32] 210[32] 4.5[32] 1.4[32]
Entry Sept 2022 941[32] 359[32] 209[32] 4.5[32] 1.7[32]

Admissions

Application deadline
31 Oct 2025 Entry Sept 2026[33]
Places beyond the catchment
85 2026-10-14[34]
Places (published admission number), 11+ entry
210 2026-10-14[34]
Entrance test
Selective Eligibility Test (SET) and Nonsuch and Wallington Second Stage Entrance Examination (NWSSEE) 2026-10-14[34]

Character & practicalities

Type
Academy converter[1]
Ages
11–18[1]
Boys / girls
Girls[1]
Admissions
Selective[1]
Sixth form
Yes[1]
Boarding
No boarders[1]
Capacity
1283[1]
Trust
GIRLS' LEARNING TRUST[1]
Local authority
Sutton[1]
Website
http://www.nonsuchschool.org[1]
District
Epsom and Ewell[35]
Postcode
SM3 8AB[1]
URN
136795[1]

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

Pupils

Number on roll
1494 2024/25[36]
English as an additional language
50.7% 2024/25[36]
SEN support
4% 2024/25[36]
EHC plan
0.2% 2024/25[36]
Free school meals in the last 6 years
7% 2024/25[36]

Pupils' ethnicity 2025/26

White
12.4%[37]
Mixed
6.4%[37]
Asian
76.3%[37]
Black
3%[37]
Any other ethnic group
1.3%[37]
Unclassified
0.6%[37]

The school census's major ethnic groups as shares of the school's pupils, summed by us from the published counts. For information only: never used to rank, filter or colour schools.

In the inspectors' and the school's words

Academic
Pupils achieve very highly across the curriculum.[38]
Warmth
Pupils thrive at this aspirational and welcoming school. Staff combine high expectations for all their pupils with a distinct sense of belonging. Relationships between pupils and staff are exceptionally positive and underpinned by trust.[38]
Pastoral care
Pastoral care is a strength. Staff know pupils well and respond quickly to their needs. Leaders are very aware of how anxiety can affect young people. They put extensive support in place should this occur.[38]
Behaviour
Behaviour in classrooms and around the school is exemplary. In lessons, pupils apply themselves with remarkable focus and intellectual curiosity, showing sustained effort and pride in their work.[38]
Learning support
Teachers demonstrate an excellent understanding of how best to adapt learning to support pupils' special educational needs and/or disabilities.[38]
Enrichment
Leaders offer a wide range of enrichment activities, clubs and visits. This ensures that all pupils access and enjoy a huge variety of enrichment opportunities, despite any challenges they may face.[38]
Pupil voice
For example, pupils in Year 10 led their own assembly challenging gender stereotypes in different careers.[38]
Independence
Leaders rightly focus on supporting pupils to take ownership of their learning so that they can get the very most out of their education. Students demonstrate mature study habits and produce sophisticated work in lessons.[38]
Collaboration
Pupils encourage each other to aim high and to be the best they can possibly be.[38]
Structure
The school’s uncompromising expectations, combined with highly effective work with families, ensure that any barriers to attendance are swiftly identified and removed. Staff implement routines with unwavering consistency.[38]
Diversity
The school celebrates its diversity and promotes tolerance.[38]
Sport
They are encouraged to take on leadership roles, such as becoming a sports ambassador or representing their form group.[38]

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: Performance tables schools data (explore education statistics). Period 2025/26, provisional, published 2026-10-15. Publication page. Data file. Licence: OGL-3.0.
  3. Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  4. Department for Education: Compare School Performance download: KS4 final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
  5. 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.
  6. Department for Education: Compare School Performance download: KS4 final. Period 2024/25, 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. Department for Education: Compare School Performance download: KS4 destinations. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
  15. Department for Education: Compare School Performance download: KS4 destinations. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  16. Department for Education: Compare School Performance download: KS4 destinations. Period 2020/21, final. Publication page. Data file. Licence: OGL-3.0.
  17. Department for Education: Compare School Performance download: KS4 destinations. Period 2019/20, final. Publication page. Data file. Licence: OGL-3.0.
  18. Department for Education: Compare School Performance download: KS4 destinations. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
  19. Department for Education: Compare School Performance download: 16-18 destinations. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
  20. Department for Education: Compare School Performance download: 16-18 destinations. Period 2019/20, final. Publication page. Data file. Licence: OGL-3.0.
  21. Department for Education: Compare School Performance download: 16-18 destinations. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  22. Department for Education: Compare School Performance download: 16-18 destinations. Period 2020/21, final. Publication page. Data file. Licence: OGL-3.0.
  23. Department for Education: Compare School Performance download: 16-18 destinations. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
  24. Department for Education: Compare School Performance download: 16-18 progression to higher education. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
  25. Department for Education: Compare School Performance download: 16-18 progression to higher education. Period 2019/20, final. Publication page. Data file. Licence: OGL-3.0.
  26. Department for Education: Compare School Performance download: 16-18 progression to higher education. Period 2020/21, final. Publication page. Data file. Licence: OGL-3.0.
  27. Department for Education: Compare School Performance download: 16-18 progression to higher education. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
  28. Department for Education: Compare School Performance download: 16-18 progression to higher education. Period 2017/18, final. Publication page. Data file. Licence: OGL-3.0.
  29. Ofsted: State-funded schools inspections and outcomes. Period 2025/26. Publication page. Data file. Licence: OGL-3.0.
  30. Ofsted: State-funded schools inspections and outcomes. Period 2020/21. Publication page. Data file. Licence: OGL-3.0.
  31. Ofsted: State-funded schools inspections and outcomes. Period 2016/17. Publication page. Data file. Licence: OGL-3.0.
  32. Department for Education: Primary and secondary school applications and offers: school level. Period Entry Sept 2026, final, published 2026-06-29. Publication page. Data file. Licence: OGL-3.0.
  33. nonsuchschool.org: nonsuchschool.org document (PDF). Period 2026-10-16. Licence: copyright-quoted.
    Quote
    This will be in order of highest score to those whose permanent place of residence on 31 October 2025 (the deadline for submission of the Common Application Form) is 5.25 km or less from the front door of Nonsuch measured in a straight line. (p. 5)
  34. nonsuchschool.org: nonsuchschool.org document (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (3)
    85 places on the basis of the score in the Entrance Test in order of highest score, irrespective of home address. (p. 4)
    shed Admission Number (PAN) for entry to Year 7 is 210. (p. 2)
    all girls must sit and pass all parts of the two stage Entrance Test. The first stage is the Selective Eligibility Test (hereafter the 'SET') and the second stage is the Nonsuch and Wallington Second Stage Entrance Examination (hereafter the 'NWSSEE' and, together with the SET, the 'Entrance Test'). (p. 3)
  35. 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.
  36. Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  37. Department for Education: Schools, pupils and their characteristics: school level underlying data. Period 2025/26, published 2026-06-04. Publication page. Data file. Licence: OGL-3.0.
  38. files.ofsted.gov.uk: files.ofsted.gov.uk document. Period 2026-10-14. Licence: OGL-3.0.
    Quotes (18)
    They are encouraged to take on leadership roles, such as becoming a sports ambassador or representing their form group (p. 5)
    Pupils thrive at this aspirational and welcoming school. Staff combine high expectations for all their pupils with a distinct sense of belonging (p. 5)
    Relationships between pupils and staff are exceptionally positive and underpinned by trust (p. 5)
    Pupils achieve very highly across the curriculum (p. 2)
    Pastoral care is a strength. Staff know pupils well and respond quickly to their needs (p. 4)
    Leaders are very aware of how anxiety can affect young people. They put extensive support in place should this occur (p. 5)
    Behaviour in classrooms and around the school is exemplary (p. 2)
    In lessons, pupils apply themselves with remarkable focus and intellectual curiosity, showing sustained effort and pride in their work (p. 5)
    The school celebrates its diversity and promotes tolerance (p. 5)
    The school's uncompromising expectations, combined with highly effective work with families, ensure that any barriers to attendance are swiftly identified and removed (p. 2)
    Staff implement routines with unwavering consistency (p. 2)
    Leaders offer a wide range of enrichment activities, clubs and visits (p. 4)
    This ensures that all pupils access and enjoy a huge variety of enrichment opportunities, despite any challenges they may face (p. 3)
    For example, pupils in Year 10 led their own assembly challenging gender stereotypes in different careers (p. 4)
    Leaders rightly focus on supporting pupils to take ownership of their learning so that they can get the very most out of their education (p. 3)
    Students demonstrate mature study habits and produce sophisticated work in lessons (p. 4)
    Pupils encourage each other to aim high and to be the best they can possibly be (p. 5)
    Teachers demonstrate an excellent understanding of how best to adapt learning to support pupils' special educational needs and/or disabilities (p. 3)