Epsom Girls Grammar School will broaden its Cambridge pathway initiative in 2027 after seeing high participation during its inaugural trial period, planning to increase enrollment from 55 to up to 120 students while adding three additional academic disciplines.
Program Expansion and Curriculum Updates
The school introduced its Cambridge pilot scheme this academic year, allowing Year 11 pupils to pursue Cambridge International General Certificate of Secondary Education (IGCSE) credentials alongside the existing NCEA curriculum framework. Currently, 55 students are enrolled in IGCSE courses covering English, Mathematics, Biology, Chemistry, and Physics.
Interest in the second cohort has far surpassed projections, with over 120 applications submitted for 2027 admission. The institution is now finalizing its selection process to determine participants for next year.
Three additional subjects will enter the program next academic year: IGCSE and AS Level French, IGCSE Design & Technology, and IGCSE Geography. This revision expands the curriculum beyond its initial focus on mathematics and scientific disciplines. Existing participants will advance to AS Level studies in these same subjects, with some opting to incorporate AS Level French.
The initiative has also generated broader institutional interest. Epsom Girls Grammar School reports a rise in family inquiries, including transfers from other schools, alongside a 10% increase in international student enrollment requests directly tied to the Cambridge pathway. A recent program information session attracted approximately 200 attendees.
Student Perspectives and Academic Impact
Principal Brenda McNaughton stated the first year represented a substantial academic challenge for participants, implemented deliberately to ensure measured progression. “We expected this to stretch our girls, and it has. The pace is quick and Cambridge grading is far more direct than what they have been used to.”
“The girls describe it as challenging but worth it, which is wonderful. They are more independent, more reflective about how they learn, and they have learnt to work together rather than compete. Two of them are now ready to take on scholarship this year,” McNaughton added.
A Year 11 participant shared that the experience transformed her educational approach. “Choosing Cambridge has been one of the most rewarding experiences of my academic journey. It has pushed me to grow my confidence and independence, and I really appreciate the strong sense of community within the cohort, because everyone supports one another and understands the challenges that come with the workload,” she said.
Another student emphasized the pathway’s suitability for those willing to invest effort. “Cambridge is definitely hard work, and the pace is fast. Your first few tests may not come back with the results you hoped for, but if you stay determined you will improve. It teaches resilience, discipline and the importance of asking for help when you need it,” she observed.
Enhanced Support Systems and Faculty Development
To accommodate the growing participant base, the school will introduce weekly supervised subject tutorials for Cambridge students in 2027, with each discipline receiving an extra dedicated session led by specialists. Existing morning support sessions, staffed by tutors, remain operational.
The institution is also expanding faculty collaboration across both academic pathways, launching a Cambridge-focused professional development group in Term 3.
Chris Wiggin, Senior Country Manager for New Zealand, Australia, and the Pacific Islands at Cambridge International, commented, “Epsom Girls Grammar School has taken a considered, student-first approach to introducing Cambridge, and the early signs are very encouraging. The growth in their programme reflects the confidence that students and families have in it.”
“Cambridge is designed to develop curious, independent and resilient learners, and that is exactly what we are seeing in these students. We look forward to continuing to support the school as it expands the offering and as more students progress from IGCSE through to AS and A Levels,” Wiggin continued.
