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Carshalton High School for Girls

Carshalton High School for Girls

Carshalton High School for Girls is a highly successful school, judged by Ofsted in November 2017 as ‘Good’ in all categories.

GLT Strategy

The Girls' Learning Trust (GLT) - Our Strategy

Core Purpose

GLT exists as an all-girls Trust that delivers a first class education to young women ensuring that they realise their full potential and are well prepared for their future.

This is achieved through:

  • Delivering excellent standards of teaching and learning consistently across the Trust, setting high expectations for all, adopting an evaluative approach to improving performance and securing strong outcomes for all students.
  • Developing a deep understanding of how girls learn, develop and thrive and using this to underpin a common approach to education across the Trust.
  • Collaborating across the Trust to ensure each school provides and receives support where needed.
  • Ensuring a range of professional development and career progression opportunities across the Trust to enable the recruitment and retention of excellent staff.  
  • Providing effective pastoral provision for all students ensuring they are supported, developed and well cared for during their time in the Trust.
  • Embedding high aspirations for students allowing them to become successful female leaders of the future.
  • Creating an exciting, challenging and creative curriculum across the Trust, both inside and outside of the classroom, to allow all students to realise their full potential.
  • Securing a financially viable Trust through strategic financial and operational management and by working collaboratively to maximise financial efficiencies.
  • Appreciating and utilising the important role of all stakeholders in the Trust.

Core Values

GLT values are shared by everyone and inform the decision making of the Trust. They are:


The Trust exists to provide excellence in girls’ education and this excellence permeates everything from the high standards of teaching and student learning in the classroom to the service that every visitor receives when they enter the schools in the Trust.


Each school in the Trust is both a giver and receiver of support from others. Support given to each school and between the leadership teams, departments and staff within each school is fundamental to success.

Respect for all

Everyone across the Trust has a valuable part to play in its success and has the opportunity to contribute. This includes staff at all levels in the organisation as well as students, parents, trustees and governors.


The Trust welcomes and celebrates its diversity and ensures that everyone within the school community has the opportunity to success regardless of ethnicity, race, religion, sexuality, disability or socio- economic background.

Celebrating Success

Everyone takes pride in the success of the schools in the Trust and the part they play in it. Opportunities are actively sought to share and celebrate success across both the Trust, individual schools and the local communities.

Statement on Behalf of the Trust Against Racism

The fundamental purpose of The Girls’ Learning Trust is to empower girls and women through excellent education. However, our schools cannot fulfil this purpose unless they can benefit from the talents of everyone and until individuals from all ethnic backgrounds can benefit equally from the opportunities they afford.

We affirm without equivocation that Black Lives Matter and we are committed to confronting systemic racism whenever and wherever it occurs in our schools.  We also celebrate the courage, commitment, and resilience of our students whose voices we will amplify so as to ensure that young people of colour—along with their families, and our staff—feel valued and safe in our schools.

We know that education is a powerful force through which to bring about societal change. As a Trust we want to provide a framework through which our schools can work to identify and self-reflect on institutional and cultural barriers standing in the way of minority ethnic students and staff. In building this framework, we recognise that:

  • Racial inequalities are a significant issue within education. They are not necessarily overt, isolated incidents. Racism is an everyday facet of UK society and racial inequalities manifest themselves in everyday situations, processes and behaviours.
  • In finding solutions to racial inequalities, it is important that these are aimed at achieving long-term institutional culture change, avoiding solutions that are aimed at changing the individual.
  • Minority ethnic students and staff are not a homogenous group. People from different ethnic backgrounds have different experiences of, and outcomes from, schools and that complexity needs to be considered when developing actions.
  • All individuals have multiple identities, and the intersection of those different identities should be considered wherever possible.

Specifically, we will take the following actions as soon as possible:

  1. Set up a trust Race Equality Steering group comprising students, staff and alumnae from all GLT schools to work on targeting areas of racial inequality in our schools.
  2. Provide in each school, in the form of a Race Advocacy Group, access to help, support and advocacy for students who experience racial inequality and work positively with other agencies and organisations who oppose racism.
  3. Ensure that everyone in our schools has access to resources and training and that we continue to develop everyone’s learning and understanding of the issues facing minority ethnic students and staff.

Strategic Aims

GLT aims to:

  • Achieve an Ofsted ‘Outstanding’ grade for every school in the Trust
  • Grow our Trust within London and the South East Area
  • Maintain the financial stability of the Trust as it expands
  • Ensure the proportion of disadvantaged students within each school in the Trust reflects the local community they serve
  • Develop a cross Trust programme for supporting and educating both staff and students in positive mental well being