A Middle School Designed for Girls
At Royal High School Bath, we have always believed that girls learn best when they are known, challenged and inspired at every stage of their education.
As girls grow, their confidence, curiosity and need for connection evolve rapidly and it is our responsibility to shape an educational experience that meets them where they are and prepares them for what lies ahead.
In September 2026 we move to our flexible Middle School model, bringing together girls from Years 5 to 8 within one inspiring learning community on our beautiful Lansdown campus on the edge of Bath. This approach has been designed expressly for girls, reflecting how they mature, how they learn and how they thrive.
Being together on one site opens up exciting curriculum possibilities. Initiatives previously limited by logistics can now flourish, allowing us to offer richer, more engaging learning experiences at every age and stage. Most importantly, it enables smoother transitions through key points of development, so girls feel confident, secure and ready for what comes next.
In Years 5 and 6, girls are nurtured within the care of a specialist primary teacher, while also benefiting from passionate subject specialists and exceptional learning spaces. This carefully balanced approach builds independence gradually, ensuring girls have both the support and confidence they need as they prepare for the Senior School experience of Year 7.
Girls mature earlier, thrive on collaboration and flourish in environments free from gender stereotypes. Early specialist teaching helps every girl discover her strengths, explore her interests and pursue her passions with confidence. Our curriculum is shaped around our core values of Confidence, Curiosity and Connection, and is underpinned by our Royal High Learner Qualities: Brave, Reflective, Inquisitive, Collaborative, Kind and Sparky.
Curiosity is nurtured through enquiry in Year 5, deepened through hands-on STEM and the introduction of Problem Based Learning in Year 6, and strengthened further through subject continuity in Year 7. By Year 8, girls are ready to bring their learning together with other GDST sisters in ambitious, collaborative projects such as our Festival of Ideas.
Above all, this model strengthens our sense of sisterhood. Confidence grows through belonging; leadership develops naturally; and connections stretch across year groups, clubs, sport and the wider GDST network. Girls feel part of something bigger – while always being known and valued.
This is a forward-thinking, compassionate and ambitious model, designed to give every Royal High girl the very best start to her educational journey and the confidence to go on and thrive.
Warmest wishes, Ms Heidi‑Jayne
Boyes Head, Royal High School Bath,
GDST
Our responsibility is to shape an educational experience that meets them where they are.
The Shape of our School
At the heart of Royal High sits a dedicated Year 5 and 6 hub.
This is a purposeful, welcoming space designed to nurture confidence, belonging and independence.
With age‑appropriate classrooms and flexible areas for collaboration, reflection and individual support, the hub offers security with their dedicated class teachers while keeping girls firmly connected to the wider school community.
Opening onto a protected courtyard and enjoying access to green spaces beyond, it balances calm with creativity and play.
Supported by specialist facilities, the library and expert subject teachers, the hub enables girls to grow in confidence, curiosity and independence at the very centre of school life.
A dedicated space at a time of huge growth, curiosity and possibility.
Start in the middle... Finish ahead
At Royal High, the middle years are a time of huge growth, curiosity and possibility and we believe this stage deserves an exciting academic and pastoral environment delivered by teachers who truly know their subjects and understand exactly how girls learn.
From Years 5 and 6, girls benefit from passionate specialists across STEM, Languages, Creative and Performing Arts, Sport and Design Technology, while remaining grounded in the care of a dedicated class teacher. Research shows that ages 9–13 are a distinct developmental phase, not simply a bridge between primary and senior school. When specialist teaching is introduced thoughtfully at this stage, girls build stronger subject understanding, develop greater intellectual ambition and gain confidence before the academic pressures of senior school intensify.
Very few schools can offer this level of specialist provision so early and on one site. At Royal High, girls don’t just visit labs, studios or performance spaces; they learn how to use them with confidence and creativity. They are taught by
experts who stretch thinking, encourage questions and make learning feel purposeful. By the time girls reach Year 7, learning from a wide range of experts feels familiar rather than daunting — and that makes an enormous difference to confidence and readiness.
The way girls learn
Royal High is, first and foremost, a school for girls. Our Middle School is intentionally designed around how girls in this age group think, feel and grow. Research is clear: girls’ academic ability remains strong throughout early adolescence, but confidence and willingness to take risks can dip, often driven by fear of judgement rather than lack of capability. A strong middle-years environment protects confidence while continuing to nurture intellectual curiosity.
Our educational offer allows for smooth, supported transitions and a curriculum built specifically for girls in Years 5–8. Girls are known well, relationships are strong and learning happens in calm, purposeful classrooms where discussion, collaboration and reflection are specifically encouraged through our girl-centred pedagogy.
Across all years, the Royal High Learner Qualities — Brave, Reflective, Inquisitive, Collaborative, Kind and Sparky — underpin learning. Leadership grows gradually, supported by older role models, while connections strengthen across the wider GDST community through shared events, speakers and opportunities. Starting in the Middle isn’t a compromise or a holding phase. It’s schooling by design, and research shows girls who experience strong, relational middle-years education transition more confidently and remain academically secure. At Royal High, starting in the middle helps girls finish ahead.
Ms Claire Lilley, Head of Middle School
By scanning the QR code, you can read GDST’s Designing the Future of Girls’ Education research and discover the thinking shaping our Middle School model.
Our Curriculum For Opportunity
The Middle School years at Royal High Bath are a time of curiosity, confidence‑building and transformation.
From the Discovery Curriculum of Years 5 and 6 to the specialist‑led, subject‑rich experience of Years 7 and 8, our girls are encouraged to think deeply, work collaboratively and develop a strong sense of who they are as learners and as young people.
Years 5–8
The Middle School curriculum at Royal High is designed to build confidence, curiosity and independence, combining academic rigour with creativity and personal development. From Year 5 through to Year 8, pupils progress from strong foundations into increasing subject depth and specialism, preparing them confidently for Year 9 and GCSE pathways.
Forest School and Outdoor Learning
Forest School is embedded within the Year 5 and 6 curriculum, delivered regularly by a specialist Form Tutor and closely linked to thematic learning. These sessions build resilience, teamwork and confidence through purposeful outdoor experiences. Older pupils continue to benefit from outdoor learning opportunities across the curriculum and co-curricular programme, supporting wellbeing and independence throughout the Middle School years.
Girls are encouraged to think deeply, work collaboratively and develop a strong sense of who they are.
How The Curriculum Progresses...
Years
5–6
| Discovery & Foundations
★ Curiosity‑driven, thematic learning
★ Core skills built across all subjects
★ Specialist teaching introduced gradually
★ Strong emphasis on creativity, collaboration and exploration
Years
7–8
| Depth & Independence
★ Subject‑specialist teaching throughout
★ Increased analytical and technical challenge
★ Greater pupil ownership and responsibility
★ Preparing for choice and pathways in Year 9
★ Problem based Learning and cross GDST collaboration
What makes Royal High distinctive?
★ Breadth with depth across academic, creative and practical subjects
★ Girl‑centred learning, valuing voice, ambition and originality
★ Skills for life: communication, teamwork, resilience and leadership
★ Experiential learning, enriched by co‑curricular opportunities and trips
At every stage of the Middle School, learning progresses year by year. Girls discover what is taught in each area, how key skills and knowledge are built over time, and the thoughtful approach our teachers take to ensure every girl is challenged, supported and inspired throughout her Middle School journey.
For a deeper insight into our Middle School curriculum, scan the QR code to explore detailed information about each subject.
Learner Qualities
At Royal High we equip our students with the skills they need to thrive and adapt in a rapidly changing world.
We focus all our learning activities, both inside and outside the classroom, through the lens of our Learner Qualities – a set of six character traits.
These are promoted so that RHB girls can flourish while in education and beyond. We encourage them to work hard, to engage in exploring new ideas and to develop a mindset that will help them reach their full potential.
It is our aim that they will become lifelong learners who will use their knowledge and skills to enable them to gain success, happiness and the desire to make a difference, in the present and in the future.
Pastoral Care in the Middle School
Pastoral care is central to life at Royal High and lies at the core of what we are known and trusted for. We understand that girls thrive when they feel a strong sense of belonging, alongside being appropriately challenged to achieve their best.
Our staff are highly attuned to the academic, emotional and social needs of girls, particularly during times of change. By ensuring every girl is known as an individual, supported with care and encouragement, and celebrated for her progress as well as her achievements, we create an environment in which confidence grows, resilience is strengthened and girls feel empowered to flourish both personally and academically.
Years 5 & 6: A Nurturing Transition
In Years 5 and 6, pastoral care is rooted in security, consistency and strong relationships. Girls are supported within small class groups by their class teachers who know them well and act as the first point of contact for both pupils and families. This nurturing environment provides reassurance while gently encouraging independence, curiosity and self-belief.
A specialist pastoral team works closely with teaching staff to offer personalised support as needed, ensuring that every girl feels valued and confident as she settles into Middle School life. Strong foundations in these years allow pupils to build friendships across year groups, take appropriate risks in their learning and develop resilience within a safe and caring framework.
Years 7 & 8: Confidence, Belonging and Independence
Pastoral care in Years 7 and 8 reflects girls’ growing maturity while maintaining clear structure and support. This important stage is marked by a clear transition between Year 6 and Year 7, preserving the sense of “moving on” that girls value.
Heads of Years 7 and 8 lead a strong focus on transition and belonging, ensuring girls arrive confident rather than overwhelmed. Dedicated common rooms for Years 7 and 8 ensure they have collaborative spaces which they share with their peers. In Year 8, pastoral care shifts towards preparation for senior school, helping girls build self-management skills, emotional resilience and confidence ahead of Year 9. Throughout, girls remain well known as individuals and supported both academically and personally.
Staffing, Roles and Responsibilities
Years 5 and 6 pupils are primarily taught by class teachers who are specialists with expertise in areas such as Science, Outdoor Learning, Forest School and Computing. They are also taught by senior subject specialists in Music, Drama, Dance, Design Technology, PE/Games and Modern Foreign Languages. This model balances continuity of care with specialist inspiration.
Years 7 and 8 follow a traditional senior school model with a full specialist subject timetable, supported by experienced Heads of Year who provide consistent pastoral oversight and guidance.
A Learning Environment Designed for Girls
Our Middle School learning environment is intentionally designed for girls. In spaces where their voices are heard and valued, girls are more likely to ask questions, collaborate and take intellectual risks. Free from limiting stereotypes, they explore every subject with confidence and see themselves as leaders, problem-solvers and innovators. This environment fosters ambition, empathy, resilience and a strong sense of belonging.
Induction and Orientation
Transition is carefully supported. Years 5 and 6 enjoy a summer‑term move‑up day alongside a full induction day in September, allowing them to familiarise themselves with the site, facilities and teaching staff. A step-change in Year 7 follows a bespoke induction programme focused on increased independence and learning organisation, including Bring Your Own Device (BYOD).
Mobile Phones and Digital Wellbeing
Year 5 and 6 pupils do not bring mobile phones to school. From September 2026, Year 7 pupils may bring non-smart “brick” phones, which are stored securely in PhoneLocker pouches during the school day. This approach will gradually extend across the Middle School, creating a calm, focused and smartphone-free learning environment. Mobile phones are not permitted on school buses.
Travel, Routines and Wraparound Care
Morning drop-off for Years 5 and 6 takes place at the front of school, while Years 7 and 8 are dropped at the site perimeter to encourage independence. At the end of the day, Years 5 and 6 pupils are dismissed in a managed, Prep-style collection system before buses depart, ensuring a calm and efficient process.
Wraparound care includes breakfast club (booked in advance), free after-school care, supervised study sessions and flexible day boarding until 9pm, with supper included. As a boarding school, Royal High also offers flexi‑boarding and sleepover options, providing genuine flexibility for families.
Breaktimes and Lunchtimes
Breaktimes and lunchtimes are carefully structured to support wellbeing, confidence and age-appropriate independence. For Year 5 and 6 pupils, break and lunchtime are staggered, allowing them to enjoy dedicated spaces designed specifically for them. This ensures a calm, secure environment where girls can play, talk and relax without feeling overwhelmed by larger numbers of older students.
Year 7 and 8 pupils share break and lunchtime with the Senior School, supporting a gradual and natural increase in independence. This arrangement helps pupils develop confidence navigating a wider social environment, while still benefiting from strong pastoral oversight during these important formative years.
Rewards, Recognition and Expectations
The Middle School follows a clear, consistent rewards and expectations framework aligned with the rest of the school, ensuring continuity and clarity as girls progress through Years 5–8.
Positive behaviour, effort and contribution are recognised through the merits system, encouraging students to earn House Points. This approach reinforces our values, celebrates achievement and encourages pride in effort and character.
Expectations around behaviour are clear and age-appropriate. Supportive interventions are used where needed, with a restorative, developmental focus that helps pupils reflect, learn and move forward positively. Sanctions are applied thoughtfully and proportionately, always within a framework of pastoral care, guidance and communication with families where appropriate.
Boarding
Boarding is an important part of life at Royal High, offering flexibility, continuity and a strong sense of belonging. We offer full and flexible boarding options to Year 5 and 6 pupils from the outset, alongside established weekly and full boarding options for Years 7 and 8. Boarding and day-boarding provision supports pupils beyond the school day, providing structured study, supper and supervised care in a warm, nurturing environment.
Co-Curricular Life
Co-curricular activities enrich Middle School life, supporting wellbeing, friendships and personal growth. Provision is carefully tailored so Year 5 and 6 pupils enjoy age‑appropriate clubs, while Year 7 and 8 pupils benefit from a broader programme that encourages independence and leadership. A full clubs list, including booking and payment details, will be shared with families at the start of term. Details of clubs and activities on offer by each subject area can be found in the curriculum information - see QR code on page 7.
Leadership Opportunities
Year group Roles What
From
Year 5 Book friends Collaboration with retirement home Autumn Year 5
Year 6 Reps To mirror many roles in the Sixth Form Leadership Team Apply Spring Year 5, in post for Autumn Year 6
Year 7 Mentors Supporting with ‘moving up’ Volunteer Spring term Year 7, in post for Summer Year 7
Year 8
Middle School Prefects & Big Sisters
Middle School events –school facing
Middle School Prefects: apply Summer Year 7, in post for Autumn Year 8 Big Sisters: no application required, all Year 8 but can opt out
Year 9 Ambassadors Touring the school Apply Summer Year 8, in post for Autumn Year 9
Values Led Learning and Growth
Across Years 5 to 8, the Middle School curriculum is carefully structured around our values of Curiosity, Confidence and Connection, evolving with each age and stage.
In Years 5 and 6, girls build curiosity through specialist teaching, enquiry, Problem Based Learning and the Royal High 150 Project Qualification, while confidence grows through gentle independence, leadership roles and strong pastoral support. As they move into Years 7 and 8, learning becomes more rigorous and expansive, with full specialist teaching, stretch and study skills, masterclasses and increasing leadership opportunities.
Throughout, meaningful connections are nurtured through buddy systems, student voice roles, wellbeing provision and cross-phase experiences. A rich pathways and careers programme runs from Year 5 onwards, aligned with the Gatsby Benchmarks, ensuring girls leave the Middle School confident, informed and ready for the next stage of their journey.
Year CURIOSITY
• Subject specialist teaching
• Support & challenge
5
• WoLLoW - World of Languages, Languages of the World
• Royal High 150 Project Qualification
• Curiosity-driven thematic learning
• Increased subject specialist teaching
• Greater independence
• WoLLoW - World of Languages, Languages of the World
6
7
• Problem based learning projects
• Royal High 150 Project Qualification
• Curiosity driven thematic learning
CONFIDENCE CONNECTIONS
• Form Reps
• Eco-Reps
• Book Friends
• Ministers of Parliament
8
• Complete specialist teaching with study clinics
• Problem based learning projects
• Royal High 150 Project Qualification
• Study Skills workshops
• Aspire Lectures and Seminars
• Study Skills and Exam Techniques workshops
• Complete specialist teaching with study clinics
• Middle school masterclasses introduced
• Problem based learning projects
• Royal High 150 Project Qualification
• 150 scholarship celebrating and recognising a pupils’ outstanding commitment to making our community stronger
• Form Reps
• Eco Reps
• Aspire Scholarship Designed to empower female pupils in becoming influential voices in public speaking, global conversations and debates
• Form Reps
• Student voice Reps
• UNDIVIDED Reps
• Sustainability Reps
• Buddies for Year 5
• International reps
• Big Sister Ambassadors for Year 5 and Year 6
• Form Reps
• Student voice Reps
• Diversity, Equity, Inclusion, and Belonging Reps
• Sustainability Reps
• Buddies for Year 6
LOWER SCHOOL OPPORTUNITIES FOR ALL
• Academic Trips – specific to individual year groups and blended year groups
• Future Pathways – careers programme embedded into PSHE
• Inspirational and specialist speakers
• Cross phase teaching – workshops in Music, Drama etc
• Public speaking workshops
• Big sister vertical pastoral system
• Attend whole school assemblies
• Attend a once/ fortnight Middle School assembly
• Buddy system in place with current Year 7
• Attend key Year 7 events
• Bespoke PSHE and wellbeing curriculum
• Careers Pathways Event
• GCSE options planning
• Leadership opportunities such as Big Sister Ambassadors for Year 5 and Year 6
• Project Qualification showcase for example, workshops at the end of the summer term – bronze, silver or gold.
• Lower School ambassadors
• Lower School assemblies