Pre-School (3+)

Pre-School (3+)

We are thrilled to announce that from September 2026, MHSG will be opening its Pre-School, known as the Little Ivies – where potential begins to climb.

The Manchester High School for Girls’ Pre-School is situated in a fabulous, purpose built Early Years’ area and will be the perfect setting to nurture some of Manchester’s youngest girls.

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Secure your daughter’s place in our Pre-School via our Admissions page at the link below.

FAQs

Select the relevant drop-down icon from the following list of Frequently Asked Questions to view our answers.

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Why has MHSG started a pre-school?
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Are places term time only?
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What will the fees be?
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Will there be holiday clubs available?
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What will be special about the Pre-School at Manchester High?
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When will the Pre-School open?
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How many children will be in the class?
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Will food and snacks be provided?
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Will my daughter’s teachers and carers be first-aid trained?
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Are you licensed by Ofsted?
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When can we visit?
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Will there be automatic progression from Pre-School through to Reception?
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Are boys in the Pre-School?
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Where do I park to drop off my child and collect her?
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How do I know how my daughter is getting on?
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Is there a Pre-School uniform?
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Are the teachers experienced and what qualifications will they hold?
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How will my daughter be nurtured and prepared for main school?
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Who will be leading the Pre-School?
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Why MHSG Pre-School?

By Mrs Ruth Anderson, Pre-School Lead

Leadership in Early Years education requires both courage and clarity: courage to challenge convention, and clarity about what young children truly need to thrive. The introduction of a pre-school nursery for three- and four-year-old girls, represents exactly that kind of bold, values-led leadership that is at the heart of everything we do at Manchester High School for Girls. We are a school proud of firsts, and this is the first time in our history that we are extending our education to three and four-year-old girls. This represents a deliberate evolution for MHSG: one that places girls’ confidence, voice and identity at the very beginning of their formal educational journey.

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The Early Years are not a prelude to a successful education; these years are the vital foundation.

Between the ages of three and four, children develop the cognitive, social and emotional frameworks that shape how they see themselves as learners. For girls, this stage is particularly significant. Evidence from early years practice consistently demonstrates that girls can begin to moderate their behaviour, language and leadership in response to social dynamics far earlier than is often assumed. An all-girls’ pre-school is therefore not a statement of separation, but of intentional design—creating an environment in which girls can develop without constraint or stereotype.

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One of the most profound impacts of an all-girls’ early year’s setting is the development of voice. In mixed environments, girls can learn to wait, to soften their responses, or to step back from leadership. In an all-girls’ pre-school, every contribution is made by a girl. Language becomes richer, confidence grows more quickly, and leadership behaviours are normalised rather than exceptional. These early experiences shape how girls participate in learning for years to come.

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The academic offer is ambitious and developmentally informed. Early literacy, numeracy and problem-solving are approached through pedagogy that reflects how girls engage most deeply at this age: through carefully planned play and purposeful exploration. Girls encounter early STEM thinking, reasoning and creativity without limitation or label. This is education that assumes capability from the outset.

Critically, our ambitious curriculum is broader than one that focuses solely on academic attainment. Outdoor learning is embedded as a core component of provision, recognising its essential role in developing resilience, independence and wellbeing. Through regular outdoor experiences with a specialist teacher, girls learn to explore, take managed risks and build confidence in themselves and their environment—skills that underpin both academic success and personal growth as well as developing their understanding of the world around them. Our pre-school offer is further strengthened through specialist provision in Physical Education, Music and French, demonstrating our unwavering commitment to offering our youngest learners the very best start to formal education.

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Emotionally and socially, the benefits of our all-girls’ pre-school are equally profound. Girls aged three to four are developing empathy, friendships, and self-regulation. An all-girls’ pre-school creates a strong sense of belonging and psychological safety. Relationships are nurtured in an environment that values kindness, co-operation, and mutual respect. This emotional security directly supports academic readiness, enabling girls to take risks in learning, make mistakes, and persevere.

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The symbolism of ivy, long associated with Manchester High School for Girls, offers a powerful metaphor for this work. Ivy grows slowly but purposefully, anchored by strong roots that allow it to flourish over time. It reflects the values of tenacity and perseverance; characteristics at the heart of the School as a whole.

The pre-school represents those roots: the starting point of girls’ education, where confidence is established, identity is affirmed, and potential begins to climb. With strong foundations in place, girls are equipped to grow with resilience, ambition and integrity throughout their educational journey and beyond.

Magazine section highlighting school ranking - from Manchester High School for Girls

Blue badge for academic excellence. - from Manchester High for Girls

Manchester High School for Girls

Manchester High School for Girls