As the sun begins to make a more regular appearance, pupils at St Margaret’s have been enjoying taking their learning outside. Outdoor learning is integral to the nursery and junior school in particular, as play is used as a way for children to gather information about the world around them, helping them to develop a wide variety of skills whilst building confidence and resilience. Children are encouraged to learn through child-led interests and active exploration, in both the school’s safe, secure playground area, as well as a diverse range of local green spaces. Nature is the most incredible classroom, providing a dynamic and stimulating environment where curiosity, creativity, social skills, communication, perseverance and so much more are nurtured and developed.
But what girls are also learning is that the sky is the limit here at St Margarets. Free from gender stereotypes and full of opportunity, girls are empowered to lead, speak up, take risks and excel in every subject. They grow into confident, capable young women ready to shape the world and drive real change. Research consistently shows that girls educated in all girls’ schools achieve more top grades, are more likely to study STEM subjects, participate in sports and take up leadership roles. They are 2.6 times as likely to take Maths and more than twice as likely to take Physics and Computer Science at Advanced Higher. Girls’ schools consistently rank highly in the league tables of public examination results. In 2024, St Margaret’s pupils achieved a 98% pass rate (A-C) in National 5, 97% at Higher and 93% at Advanced Higher.
The power of a single sex education for girls is more important than ever, given that the gender pay gap is still wide (13.1% in the UK, 2024), more than three-quarters of UK companies pay men more, and women hold just 15% of FTSE 350 Executive Director roles. The covid pandemic also led to a ‘she-cession’, as women shouldered the majority of the unpaid and paid caring roles in the household and the economy. These gender stereotypes can be further compounded in co-educational settings, as teachers focus on managing boys’ engagement and behaviour, unintentionally overlooking girls' unique needs and aspirations. In coeducational classrooms, boys tend to monopolise discussion, and take more domineering roles in group work and in practical exercises.
In girls-only environments however, every decision — from teaching styles to curriculum design — is centred on empowering girls to thrive, lead, and excel. Every leadership role is held by a girl—Head of House, sports captain, debate leader—providing a powerful environment where girls learn to lead and take risks. This consistent exposure to female leadership is what empowers girls to not only find their voice, but to have the confidence to speak up and use it. Today’s girls are tomorrow’s women who will need to advocate for their rightful place in an unequal society. They are the change makers, the barrier breakers, the risk takers, of the future. Choosing a girls’ school equips every girl to develop the essential skills to shape the world and drive real change, both for herself and others.