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For prospective pupils and parents alike, there are many factors to consider when making the decision about a new school. You want to find somewhere that not only meets your expectations at an educational level, but also somewhere that speaks to your values and inspires a feeling that it’s the right fit for you.
Founded in 1975, we are an independent day school for girls aged 11-18 located in Kensington Olympia and easily accessible via our school coaches and the tube, train or bus network. We are a two-form entry school, welcoming girls into Year 7 from our own prep school alongside those who transfer from other schools following the 11+ process.
Our teachers are, first and foremost, specialists in their subjects, but they are also dedicated to supporting the wellbeing and development of our pupils. Indeed, positive relationships permeate our school, and we are proud of the camaraderie that exists amongst the pupil body and between students and staff.
At St James, we are committed to ensuring that all of our girls are confident in themselves and comfortable in their surroundings. We offer an enlightened education that nurtures mind, body and spirit, all within a happy environment where learning and personal development go hand-in-hand.
Our broad curriculum and wide range of additional learning opportunities are designed to challenge the bright young minds in our care and also provide them with the means and encouragement to pursue their individual passions. All the while, we support our pupils’ emotional wellbeing through a focus on mindfulness and by fostering a positive school atmosphere built on mutual respect and trust.
It is an approach that results in young women who balance academic achievement with emotional resilience; who are self-disciplined and self-aware but also socially confident and blessed with generosity of spirit; secure in themselves and ready to take their place in the world.
Age 11-14
Art is taught to all girls from Years 7 -8, at which stage they are given the option of continuing the subject for Y9 and to GCSE and then A Level. There are two members of staff who specialise in drawing, painting, printmaking and sculpture.
The basic elements of art are thoroughly covered over the first four years, allowing girls to develop and widen their level of skill and creativity. This is supported by a broad study of the social context related to each topic. We encompass examples of art from pre-historic through to the 21st Century: this gives girls an overview of the particular culture and is a good foundation for their GCSE studies. Lessons are based on a variety of topics related to the chronological development of art. We work on cross-curricular projects including school productions which provide an excellent opportunity for pupils to design and build sets, props and posters.
As a department, we aim to work to girls' strengths and encourage their particular interests in the subject. This allows them to make more specific choices at GCSE and A Level in line with their coursework.
Age 11-14
The aim of the biology department is to give girls first hand, practical experience of biological structures and functions, whether at the level of whole ecosystems or biological molecules. To this end, as many lessons as possible have a laboratory based practical component. Training in practical skills is an important part of the curriculum for all year groups.
We encourage girls to appreciate the impact biological knowledge has on the world at large and in their own lives. Pupils have access to relevant journals and articles in our science laboratories and these, together with lectures from visiting speakers, further enrich the girls' understanding of current issues.
Pupils study biology as a separate science from Year 8. During this year, they are introduced to some basic biological concepts and the breadth of the living world, using exciting examples which are not covered in the curriculum in later years.
Age 11-14
With its focus on the constituents of matter, structure, properties and reactions, chemistry is often regarded as the central science. By nurturing the curiosity of our pupils, the chemistry department aims to give them a clearer understanding of the world ad around them and prepare them for the future, both within the fields of science and beyond.
In Year 7 chemistry is studied as part of a general science course, aimed at inspiring the pupils to take a scientific look at the world around them and encouraging them to think and work in a scientific way. Chemistry is studied as a separate science from Year 8 onwards. In Year 8, the pupils enjoy a wide range of practical activities as a means of introducing the basic concepts of the subject. Every effort is made to link the theory to real life.
We place great emphasis on the importance of practical work in the delivery of the subject. Each year uses a textbook and course designed to maximise their understanding, with on-line resources available on Microsoft Teams and SharePoint to help support their learning. Classes are streamed by ability from Year 9 which helps the individual progress of pupils.
Age 11-14
The Drama department is a lively and vibrant part of school life at St James. The curriculum aims to provide a strong foundation in voice, movement and performance skills. All pupils acquire essential life skills through the art of presentation and delivery. The ability to work with others in a spirit of enthusiasm is a key element to working at production level. Pupils are encouraged to work and aspire to the highest professional standards in every aspect of theatre-making and in timetabled lessons.
The schemes of work at this stage ground pupils in improvisation, devising theatre, mime, movement and vocal delivery. Together, these elements build confidence and promote effective communication skills.
Years 7, 8 and 9 have one lesson of drama per week.
Pupils can also take part in the LAMDA Club which is run by a specialist voice coach. Pupils are prepared for graded examination in Spoken Verse & Prose for Bronze, Silver and Gold Awards.
Age 11-14
The fundamental aim of the English Department is to foster a life-long love of literature in every St James girl. We want every pupil to go out into the world as an individual who appreciates the nuances of language and expresses themselves with confidence. Care is taken to present inspiring material to the girls and all pupils are encouraged to analyse and evaluate what they read. They learn to develop the skills of accurate writing and find their own creative voice. We recognise that each girl will have a unique relationship with the written word and we encourage them to explore this through exposure to great literature and the ideas which define English Literature and Language as disciplines.
The English Department consists of three members of staff. Each year, pupils study a range of texts from the three major literary genres of poetry, prose and drama. Close reading, contextual awareness and analytical thinking are all skills at the core of the Key Stage Three curriculum. The pupils are also given a foundation in English grammar and the opportunity to engage with non-fiction texts. The department is keen to foster independent reading and study. For Years 7 and 8 there is project work in the Summer Term with Year 7 producing a project on the life and work of William Shakespeare and Year 8 undertaking a study of literary heritage. Strong emphasis is always placed on handwriting, spelling and the presentation of the girls' work.
We work closely with the Library on events that celebrate literature in the daily life of the school. Creative writing is developed both within the curriculum and beyond it as pupils are entered for a number of competitions, including the Independent Schools Association Annual Essay Competition in which several girls have been successful. The English Department is also passionate about opportunities for debate and public speaking. There is an annual School Debating Competition, and either a Public Speaking or Poetry Competition which take place on a rotational basis. These events are an opportunity to celebrate clarity of thought and the creative exploration of ideas which the English Department uphold as essential to learning. The department also organises theatre trips, visits and workshops during the year.
Age 11-14
The Modern Foreign Languages Department aims to make French enjoyable by every means at our disposal! A good command of grammar, accuracy and vocabulary are central to a learner's ability to communicate but creativity and imagination are also emphasised. The main aim of the department is to enable each individual girl to achieve her full potential. All pupils learn French from Year 7 until the end of Year 9.
Girls wishing to take part in an exchange with a French partner are encouraged to do so through www.lingoo.com, a reliable and competent exchange programme which has provided many of our pupils with an unforgettable experience. We also recommend the aptly named www.french-exchange.co.uk.
Age 11-14
We encourage observation and independent thinking as well as teaching a sound knowledge and a skills based course. Every lesson includes the delivery of information and knowledge as well as pupil activity to enable understanding to take place. Our pupils are enthusiastic and they find the subject both accessible and relevant. It is a mark of the curriculum approach that pupil questions can often guide the pace and depth of a lesson.
From Years 7-8 we broadly follow the national curriculum which provides a thematic study of issues and topics. In Year 7, the focus is on the UK with a variety of physical and human topics as well as detailed OS map work which is much enjoyed by the pupils. In Year 8, the topics and themes are Europe-based and pupils develop an awareness of their role as citizens of a wider community. In Year 9, we teach parallel with the GCSE course so pupils who continue with the subject are aware of the subject requirements at that level and have covered some of the course by Year 10.
Age 11-14
In Year 8 the most able girls receive an introduction to Classical Greek as part of their Latin lessons.
In Year 9 some of these girls are offered the option of continuing Classical Greek. The course is fast-moving and challenging, building on the knowledge of grammar and sentence structure which the girls have acquired in Latin. The pupils are also given tasters of different aspects of Classical Greek civilisation, including project work, a trip to the British Museum and the option of attending Classical Greek plays.
Age 11-14
We aim to provide a sound, working knowledge of the emergence of human society in pre-history, and then the ‘broad sweep' of human civilization, from the ancient classical world, through the medieval realms and onto the complexities of the modern world. We believe history should allow us to reveal the ‘bigger picture' of human inter-connectivity and integrated development. We begin our studies with exploring the Palaeolithic world of the hunter-gatherer and then the transition to the Neolithic Revolution. We investigate Bronze Age cultures in Britain, using Stonehenge as a case study, then ancient Egypt, Chinese civilization under Qin Shi Huang, and India, under Ashoka the Great. We survey the Mediterranean civilizations, the achievements of Alexander the Great and the Roman legacy – before analysing the collapse of the Roman Empire. As part of exploring the rise of the medieval European world, we will look at the Byzantine world of Justinian, the Islamic Empire of the Middle East and Spain, as well as the 13th.century Mali Empire of Mansa Musa in Africa.
The Renaissance, the Reformation, the Scientific Revolution, the Age of Enlightenment and the Agricultural Revolution – all herald the coming modern world. The Industrial Revolution helps to facilitate the Age of Empire, the opening up of the ‘New World', the Slave Trade, colonialism and imperialist rivalry, which finally culminates in the Great War of 1914-1918. Year 9 will visit the Western Front battlefields of northern France and Belgium.
We believe in applying a varied and accessible approach to learning: classroom debate, presentations, investigative projects, using evidence, visits (for example, to the Museum of London, Roman & Georgian Bath and the Tower of London), displays and competitions. All of these help to create a passion for history that strengthens the key skills being developed in the classroom, at each stage of development. We also seek, where possible, to liaise with other departments in order to co-ordinate a deeper, more integrated appropriate parts of the syllabus. For example, we liaise with the Science departments, when we look at Stonehenge and Religious Studies, when looking at the rise of Islam. We are also seeking to develop a broader and more inclusive approach that is sensitive to public debate: for example, we look at evidence of ‘Black Britons' at the time of the Roman Empire, medieval witchcraft and feminism, the long-lasting impact of slavery on British culture, and ‘forgotten figures' like Maharahah Duleep Singh – the Asian Suffragette in Edwardian England, or events like the Bristol Bus Boycott of 1963.
History develops invaluable skills for the modern world including the ability to scrutinise, analyse, debate and argue. We also feel that history should awaken a sense of wonder and enquiry. It is part of our human nature to seek to break down the barriers of time and mortality, to expand the limits of human consciousness beyond the realms of just one single life. We encourage our pupils to always look for the wider picture, to be open-minded and curious about the world.
A Level
History of Art is one of the most interesting, interdisciplinary and influential subjects on offer in the Sixth Form. Students who like learning about the historical, socio-political and cultural contexts behind works of art and architecture will love this course. History of Art is a very reputable A Level only subject that crosses with other academic disciplines such as philosophy, religious studies, anthropology, classics and, of course, history and art – to name but a few. It allows for personal interpretation alongside the discovery of fascinating facts regarding how and why the style of art and architecture changes over the centuries.
This course provides students with the skills to understand and confidently evaluate important global works of art from the ancient world to the present day. Students learn about the fascinating lives and personalities of artists and how specific historic events affected their output as well as the importance of history of art to today's society. This course can lead to a wealth of career opportunities and university courses. Many top universities offer History of Art degree courses, (including Cambridge, UCL, SOAS, Bristol, Reading, Leeds, York, Edinburgh and St. Andrews). If you want to become an art advisor or investor; gallery curator; architect; journalist; film or television stylist or even get into advertising, fashion, travel or teaching, this course is for you!
Classes have a relaxed approach. In addition to class seminars, students visit London galleries and, in some years, trips abroad are also organised. The course is designed for students with no prior art historical knowledge but who are willing to gain plenty. Students' progress and enjoyment is assessed and monitored carefully so that individual needs and interests are catered for. The new Edexcel specification is exciting, wholly complementary to other A Level subjects and offers a wide choice of topics. It is examined in written papers and there is no coursework.
Age 11-14
Our aim is to equip pupils with the knowledge and skills they need to use technology in both academic and extra-curricular endeavours. Safety and best practice in the use of computers is also taught. Pupils are encouraged to think independently and make sound decisions to enable them to fully enjoy and benefit from ICT. Their skills are developed in the use of common software applications. Analysis, design, development and evaluative skills are taught at all levels. In preparation for the GCSE in Computer Science, girls are taught to program, initially using Scratch to learn the fundamentals of programming, and then App-Inventor to extend their coding skills and develop mobile phone applications. Eventually pupils will be introduced to Python to write more advanced code.
ICT and Computer Science lessons are given in the ICT suite, with provision for up to 24 pupils. Laptops are available for use by other departments. Raspberry Pi and BBC Micro: bit computers are used for programming in Computer Science. The ICT department uses the PC Windows platform, although GCSE pupils using Mac and Linux at home are provided with support.
Pupils and staff are encouraged to use ICT in other subjects where the delivery of the subject is enhanced by the use of computers. ICT support is offered to subject teachers in the classroom. EAL students are encouraged to use ICT to enhance their learning of English.
The ICT and Computer Science curriculum is continually evolving:
Years 7 to 9 are used to teach the skills required for GCSE level ICT examinations. This includes learning problem solving, research, e-safety, and computing history and theory. Microsoft Office applications (MS Excel and MS Access), Python, Image manipulation using Adobe Photoshop and Website development using Adobe Dreamweaver.
At all levels, pupils are encouraged to work independently, with imagination and creativity. The department also offers an after school Code Club to enable pupils to explore project based work in more depth with a strong focus on computer programming. At the start of KS3 pupils are instructed on the safe use of ICT equipment. Parents and pupils sign a contract when they join the school agreeing to abide by the school ICT rules, to promote safe and appropriate use of ICT equipment and the internet. Pupils are trained to be ‘Wise on the Web', they learn about the opportunities and risks offered by the internet and how to use the internet safely and wisely. We offer similar workshops to parents to learn how to best support their children's use of the internet at home. In collaboration with the PSHE department, two talks have been developed and delivered for parents on ‘Technology and its Proper Use'.
Age 11-14
Latin is studied by all girls in Year 7 and by most girls in Years 8 and 9. In Year 7 we follow the Cambridge Latin Course which introduces the language through stories about different aspects of life in Pompeii. There are interactive CD-Roms to support the course and the Cambridge Latin Course website provides a wealth of additional activities and resources. From Year 8 we use Latin to GCSE as our textbook, with additional study of the story of the Trojan War and Roman Britain, especially Boudicca.
In Year 7 the girls enjoy a Roman Workshop at school; we visit the Museum of London and the London amphitheatre in Year 8, and the Roman Baths in Bath in Year 9. The Classics department also offers occasional trips at Easter to Pompeii and Herculaneum.
In the first term of Year 9 in addition to continuing language studies, we give pupils an introduction to Virgil's Aeneid, particularly the story of Dido and Aeneas, including a few lines of the original Latin poem, in order to give them a taster of GCSE set text study.
By the end of Year 9 pupils will have acquired a sound basis for further study to GCSE and will also have tasted some of the richness of Roman Civilisation. Pupils who choose not to study GCSE take the OCR Entry Level Qualification in Latin at the end of Year 9.
Age 11-14
We aspire to instil pupils with enthusiasm and a love for maths, whilst helping them to achieve excellent results. Our pupils are encouraged to explore, question, visualise and generalise when problem solving; all skills which are at the heart of mathematical thinking. They are encouraged not to fear making mistakes but to revisit them until all becomes clear.
We have four specialist mathematics teachers, one of whom has additional specialism in dyscalculia.
We enter our pupils to the individual Maths Challenges run by UKMT and many are awarded gold, silver and bronze certificates. We also prepare them for entering the Team Maths Challenges.
There are three teaching groups in every year from Years 7 to 11. Although the groups differ in terms of size (teacher to student ratio), pace and extension tasks, the pupils in each group are all taught the higher tier content for their age. There is regular reviewing of these arrangements to determine whether each girl is in the most appropriate group for her. There is always extra help available to those who need it and extension/enrichment material is given to any girl who is performing well.
Ages 11-13
In KS3 we emphasize core skills, alongside problem solving and using information efficiently. A calculator and geometry set form part of each girl's welcome pack. A strong emphasis is placed on mental arithmetic and estimating methods alongside the correct calculator use.
Pupils broadly follow the National Curriculum, and are introduced to and develop their understanding in the following areas:
- Number: Arithmetic, fractions, decimals, percentages, ratio, indices, sequences
- Algebra: Simplifying expressions, solving equations, using formulae, graphs
- Shape & Space: Geometry, symmetry, units of measure, area, volume, trigonometry
- Handling Data: Statistical diagrams, averages, probability
Age 11-14
Music is central to life at St James and singing and instrument playing can be heard not only throughout the school day but also before and after school. In addition to general music lessons, there are several occasions for Year 7 pupils to sing as a whole year group for performances and throughout the year everyone has opportunity to contribute to numerous assemblies, church services and the end of year concert.
Music lessons in Years 7 to 9 put an emphasis musical skills (such as reading notation), and increasing awareness of the many different musical styles, historically and globally, and the cultural and social context of these. We try wherever possible to help students' own musical interests to be developed, striving to develop a passion for the finest music in all pupils.
Age 11-14
Is light a particle or a wave? How does echolocation work? How do we know what a star is made up of? These and many other mysteries are revealed and explained in the girls' studies of physics. Teachers are always open to conversation arising naturally from pupils' questions. This helps direct the pupil's attention to the operation of the laws of physics and encourages natural wonderment and enquiry. Mankind's responsibilities arising from the possession of scientific knowledge are also considered and topics such as the use of x-rays and nuclear power lend themselves to lively, thoughtful debate as do the unanswerable questions: what happened before the Big Bang or what is infinity?
In Year 7, physics is taught as part of the general science course. In Year 8, physics is taught as a separate subject. The curriculum has an enquiry-centred, hands-on approach with opportunities to design and build a variety of projects. This engineering side of physics is further extended with our in-school STEM (Science, Technology, Engineering and Mathematics) club and workshop days, where students work in teams to design and build such projects as bridges, powered gliders, wind turbines and crash-proof cars.
Why do we forget? How do our early attachments influence later relationships? Why do we resist social pressures? Why do some people develop phobias? How can schizophrenia be treated? What is the best way to deal with criminal behaviour? Do we have free will? Are women misrepresented by psychological research?
Psychology is a popular choice at A Level, offering students the opportunity to explore fundamental questions about themselves and others. Studying the subject at A Level provides an excellent overview into all the main areas of psychological theory and research.
Psychology has links with many disciplines including biology, philosophy, history, sociology, maths and English literature. This mix of disciplines helps to make psychology a fascinating and rewarding subject.
At A Level, the subject involves the scientific study of the mind, in particular human behaviour and mental processes. Different theories and related research evidence are explored in areas such as mental health, child development, criminal behaviour, eye-witness testimony and group interaction. Students will learn to apply theory to everyday situations and think critically about research. They will also develop an understanding of the origins of Psychology, the main approaches that have influenced its development, key issues such as gender bias and ethics in research, and philosophical debates such as nature/nurture.
Psychology inspires students to ask questions about their world and understand that there are no easy answers. It is a subject that utilises and develops a wide range of academic skills as well as encouraging greater understanding, empathy and sensitivity in relation to others. Psychology can lead directly to a wide variety of undergraduate and career paths, as well as complimenting other routes in the arts, sciences and humanities.
The A Level (AQA) course is assessed by 3 x 2 hour written examinations at the end of Year 13. The course involves a significant amount of reading and extended writing. There is also a strong science component running through the course as well as some mathematics.
Age 11-14
At Key Stage 3, Religious Studies as an academic subject is taught once fortnightly in Year 7, rising to 3 times a fortnight in Year 8 and finally 4 lessons fortnightly in Year 9.
Pupils join the school in Year 7 having had a variety of prep or primary school experiences of Religious Studies. In Year 7 our pupils are introduced to the main concepts within Religious Studies, such as what it means to have faith, what prayer might involve, the importance of religious authorities and texts, festivals and so on.
In Year 8 pupils begin to study the major world religions by examining important elements of Hindu, Sikh and Christian belief and practice. Their learning is enriched with a visit to the Neasden Mandir. In recent years Year 8 students have also participated in the NATRE Spirited Arts competition, which is a cross-curricular project inviting a poetic or artistic response to a choice of spiritual themes.
In Year 9 pupils study Islam, Judaism and lifestyles without a God such as Humanism and Buddhism. They visit London Central Mosque in Regent's Park to help deepen their understanding of Muslim life. In the summer term they have the opportunity to examine philosophical questions such as, “Are humans unique?” and “Is war ever right”?
Pupils are encouraged to reflect on the importance of religious beliefs and practice, in particular their influence on the daily lives of followers. Pupils of a particular religion are encouraged to share their thoughts and practices with the class if they wish.
Progress is regularly monitored through end of unit tests at half term and end of term. Pupils are tested on their knowledge and understanding of what they have learned and discovered.
Age 11-14
Sanskrit is one of the unique aspects of our school. This most ancient and yet still current language stands at the root of many eastern and western languages, including English and most other European languages, both classical and modern. Its study illuminates their grammar and etymology whilst, at the same time, embodying the wisdom of the East. It is the language of the Vedas and the Upanishads, the great epics of the Ramayana and Mahabharata (which includes the Bhagavad Gita) and the texts of Vedanta and Yoga. Sanskrit is also important for the study of Buddhism.
For pupils in Years 7 and 8 who are continuing Sanskrit from the Prep School, the language is taught in a light but thorough way. Pupils, having begun to learn essential paradigms, experience an increasing facility with the language and are able to translate simplified versions of stories from the epic literature. At this stage beautiful verses from Sanskrit literature are sung by the class and occasionally written under the guidance of their teacher. In addition to more formal testing, there are often team quizzes which pupils find to be both entertaining and helpful.
Pupils joining the school in Year 7 are initially given a taste of some of the great philosophical concepts of the Sanskrit tradition, and are introduced to some key Sanskrit words and to the beautiful Sanskrit alphabet. At the end of the Autumn Term, those pupils who have demonstrated a reasonable aptitude for the language are invited to continue with it in the Spring and Summer Terms. In these terms there are two periods a week for those who accept the invitation, during which progress is made with the Sanskrit language and further insights into the rich philosophical tradition are offered.
At the end of the Summer Term in Year 7, a smaller number of pupils are invited to continue with Sanskrit in Years 8 and 9. Girls who accept this invitation are taught Sanskrit together in a small group. These linguistically able pupils need, if they wish to opt for this subject at GCSE level, to be at the same standard by the end of Year 9 as those pupils in their year group who have been studying Sanskrit since the Prep School. To allow enough time in their timetable, pupils who accept this invitation need to either not take up Spanish or discontinue French or Latin. These pupils are set Sanskrit work to do in the school library during the two lessons thereby made available in their timetable. These lessons are supervised.
Age 11-14
The Modern Foreign Languages Department aims to make Spanish enjoyable by every means at our disposal! A good command of grammar, accuracy and vocabulary are central to a learner's ability to communicate but creativity and imagination are also emphasised. Girls wishing to take part in an exchange with a Spanish partner are encouraged to do so through lingualinks, a highly reliable and competent exchange programme which has provided many of our pupils with an unforgettable experience.
Those pupils not studying Sanskrit, start Spanish in Year 8 and many carry on their studies to GCSE. Pupils develop the four language skills: listening, speaking, reading and writing. Topics covered include: the family, school, daily routine and free time. In Year 9, pupils cover topics such as food, tourism, shopping and leisure activities. Pupils revise the present tense before learning the future and preterite tenses. Pupils are encouraged to communicate in Spanish as much as possible during lessons.
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