Evidence for Better Learning Outcomes
When choosing a school for their daughters, parents often ask: “Will my child get the support and attention she needs to succeed?” Research shows that smaller class sizes in girls’ schools are linked to higher academic achievement, greater confidence, and increased participation in leadership and STEM subjects. At Adcote, small classes are a cornerstone of our approach, giving each girl the personalised support she needs to thrive.
1. More Individual Attention Improves Academic Outcomes
Teachers in smaller classes can focus on each student’s learning style, strengths, and challenges. Studies consistently show that students in smaller classes perform better academically:
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The Institute of Education, University of London found that pupils in classes of fewer than 20 achieve higher exam scores than those in larger groups.
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Research by the Education Endowment Foundation (EEF) shows that reducing class sizes can improve attainment, particularly for younger students and those who need additional support.
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Girls in small classes are more likely to ask questions, participate actively, and take intellectual risks, which boosts confidence and deeper learning.
At Adcote, our classes are intentionally small to ensure each student receives tailored guidance, whether she excels or needs extra support.
2. Stronger Teacher-Student Relationships Build Confidence
Small classes allow teachers to develop close, supportive relationships with every student. Evidence shows that:
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According to UNESCO, teacher-student interaction is a key predictor of student engagement and wellbeing.
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Girls in smaller classes are more likely to feel confident contributing in lessons and extra-curricular activities.
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Research in single-sex education highlights that girls who are encouraged in a supportive environment take on leadership roles more readily and are less likely to be affected by gender-based classroom dynamics.
These relationships help students develop resilience, self-belief, and leadership skills, which support learning both inside and outside the classroom.
3. Increased Participation in STEM, Leadership, and Activities
Small class sizes in girls’ schools are particularly important in encouraging participation in traditionally underrepresented areas like STEM:
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A study in the British Educational Research Journal found that girls in smaller classes are more likely to take advanced STEM courses compared to girls in larger, co-educational classes.
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They are also more likely to hold leadership positions in class projects, school councils, and extracurricular activities.
At Adcote, we see girls thrive when given the space and support to take risks academically and socially — from science experiments to debating competitions.
4. Evidence of Long-Term Benefits
Smaller classes not only improve immediate academic outcomes but also have long-term effects:
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Students in small classes develop better problem-solving and critical-thinking skills.
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They are more confident and resilient, qualities that support success in further education and careers.
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Research by the Education Policy Institute shows that pupils in smaller classes attain higher GCSE and A-Level results, which improves university and career prospects.
At Adcote, we combine the advantages of small classes with a girls-only environment to provide both academic excellence and personal growth.
5. Why Adcote Puts Small Classes First
Small classes are central to our approach because we believe that every girl should be seen, supported, and challenged. With personalised teaching, a supportive environment, and encouragement to take on leadership and STEM opportunities, our students thrive academically and personally.
Independent education at Adcote is high-impact and accessible, giving families an opportunity to invest in an environment that genuinely develops confident, capable young women.
Small class sizes are not just a luxury — they are a proven driver of better learning outcomes, confidence, and leadership, particularly in girls’ schools. At Adcote, small classes ensure every student has the attention, support, and encouragement she needs to excel both in school and beyond.
Resources
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Institute of Education, University of London: “Class Size and Academic Achievement”
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Education Endowment Foundation (EEF): “Reducing Class Sizes”
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UNESCO: Teacher-student interaction and student engagement studies
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British Educational Research Journal: Girls’ participation in STEM in single-sex schools
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Education Policy Institute: Long-term impact of small classes on GCSE and A-Level outcomes