Tonbridge Grammar School A GSG School

Curricula

International Baccalaureate: diploma - the diploma is the familiar A-level equivalent.

School associations

State grammar school

What The Good Schools Guide says

Head teacher

Since 2022, Rebecca Crean, previously deputy head at Eltham Hill for seven years. ‘It was always teaching,’ she says about her chosen career, so after her degree in Spanish and Latin American, followed by PGCE (both from Goldsmiths, London), it was straight in at the coal face to teach at Beckenham School. She also taught at Dulwich College, Shanghai, for two years, where seeing the IB in action ‘made a lasting impression’. A later stint at a sixth form college in the UK further fuelled her resolve to champion the IB when she saw it ‘vanish’ from the curriculum.

Her attention to detail is evident – from her stylish dress sense to the curriculum where she constantly explores potential improvements (eg recently overhauling the texts to reflect better diversity, inviting more relevant guest speakers). She tells us she is keen to instil a problem-solving ethos through a female lens, especially in STEM, eg she invited a speaker who talked about how smart watches (designed by men) only became a global success when female input introduced the menstrual cycle tracker. ‘It’s simple things like that, which can be transformative,’ she says with a twinkle in her eye – and we can tell this is exactly the stuff that floats her boat. Parents and pupils say she is ‘calm’ and ‘serene’, ‘really understands the ethos of the school’ and ‘is a superb advocate for girls’ education’.

Currently spends any spare time training for the London Marathon to raise money for cancer charities. Says she started slowly on half marathons – ‘and now I’ve got a place in the real thing,’ she gulps. We have every confidence she will smash it.

Entrance

Known as super-selective (one of five such schools in Kent), where candidates need to pass the 11+ with flying colours (between 35 and 40 marks above a standard 11+ pass of 332). Places are offered to the highest scorers in each of three categories – 135 ‘area places’ to those in Tonbridge and Malling borough, Tunbridge Wells borough and Sevenoaks district; 35 ‘governor places’ to high performers living outside the area; and 10 places to those on pupil premium living in one of the three local council areas, but whose scores weren't quite high enough for an automatic ‘area place’.

Approximately 30 girls and 30 boys join the co-ed sixth form. No geographical restrictions at this point but candidates need a grade 6 in English, maths and a science and language at GCSE. All applicants are interviewed.

Exit

Roughly 40 per cent depart post GCSE, mostly to local grammars offering A levels. Vast majority of sixth formers to university, the vast majority to Russell Group. Top spots are Durham, Bristol, Exeter, Warwick, Nottingham and York. Law, human sciences, engineering, maths and sciences all popular. Five medics in 2023, and seven to Oxbridge.

Latest results

In 2023, 79 per cent 9-7 at GCSE; average IB score 36. In 2019 (the last pre-pandemic results), 74 per cent 9-7 at GCSE; average IB score 36.

Teaching and learning

Years 7-9 follow the IB Middle Years (MYB) programme, followed by GCSEs for years 10-11 and a return to IB diploma in sixth form. Pupils feel the diamond format ‘gives the best of all worlds’ and that it helps ‘with preparation for university, thanks to its links between subjects and life’. They certainly do well, with their progress rates and stellar results beating the socks off some other local super-selectives, and putting the school on the map as one of the best for IB in the UK. Parents talk of a ‘competitive edge’ and there being ‘no obstacles to achieving as high as you can’, though one added, ‘I wouldn’t send my daughter if she wasn’t naturally bright and self-motivated’. Pupils concur: ‘We want to be here and to do well.’

CAT tests on entry for baseline data, followed by frequent tracking throughout. Not a school heavy on homework, with pupils relishing the ‘downtime’ after their jam-packed day. No setting in years 7-11, with the exception of maths from Year 9. Spanish, French and Latin taught up to GCSE, when all have to pick at least one (Spanish more popular), with around half doing Latin GCSE on top. Most girls take 10 GCSEs in total, with the top maths sets also studying the OCR Free Standing Maths Qualification (FSMQ) level 3 certificate, while the second and third sets take the AQA Further Maths Qualification level 2 certificate. For the IB, there are heavy leanings towards STEM – our guides were itching to show us the science department, where we admired an impressive Tesla display, and another on creative ways to investigate insulation. English lit and psychology also hold their own.

Independent learning is key throughout. We’ve never seen so many mind maps in action during lessons. Pupils talk a lot of ‘taking responsibility’ for their own learning, with teachers ‘facilitating’ them.

Parents praise the ‘exceptional’ support for university pathways. ‘I can’t fault it,’ agreed a pupil – ‘not just the individual preparation we’re given’ but that it’s ‘very much a collaboration and a journey’. Wannabe medics join medsoc, receive mentoring, volunteer in a hospital and help run the school’s wellbeing and sustainability regeneration project.

Learning support and SEN

The eight per cent of pupils on the SEN register are supported by the SENCo, two assistant SENCos, a specialist teacher and a TA – mainly in the classroom setting. The school has experience of dyslexia, dyspraxia, sensory impairment, autism, ADHD and hypermobility. Currently two EHCPs. All year 7 are screened for dyslexia. Parents we spoke to expressed growing frustration at the number of pupils waiting for ADHD referrals (a nationwide issue), but even if not yet diagnosed, pupils report a good level of support, including pre-learning (whereby they are provided with content and/or group booster sessions before the start of a topic) and use of laptops and PowerPoint notes. The wellbeing hub (a low-stimulation environment) is well used by students with SEN who need a breather if the classroom environment becomes overwhelming. School says interventions are fluid – so some students might only need short-term support, then come back at a later date (or not). Parents say school is proactive - ‘Smart girls can mask pretty well but the school is effective in recognising traits and is getting better too.’

The arts and extracurricular

‘Are you balanced?’ it says on one of the school noticeboards – and these pupils really are, both thanks to the all-rounder IB ethos and the school’s efforts to encourage breadth as well as depth (eg years 7-8 Wednesday ‘Action’ afternoons). Clubs include Ukelele, python, school newspaper, cake decorating, self-defence, Japanese, hair braiding, special effects make-up, crochet (currently running a waiting list) and (our favourite) ‘biscuits and books’, alongside all the usual sport and music. They mainly run at lunchtimes to allow for the girls’ travel distances, and a handful are student-led. Societies also prevalent, eg global affairs, English lit, STEM, young researchers and home language (an opportunity to share a language spoken at home). No less than three debating societies – practice, advanced and even Spanish.

Art is popular, with around 30 taking it at GCSE (and 10-15 for the IB), though all pupils speak fondly about the subject – a break from the weight of academia, feel some. Paint splattered hairdryers and ad hoc tools for exploring texture both provide evidence of the focus on experimentation and creativity in the two art studios. The foundations are taught well too, we heard – from year 7, pupils learn ‘the language of art’ and how to annotate ideas – ‘It’s not just, “Go and paint a sunflower after looking at Van Gogh”,’ said one. A string of year 8 cultural portraits caught our eye – we were struck by the mature use of tone and detail. Tech features widely – some pupils were making masks using selfies and Photoshop. ‘You don’t just have to be good at drawing,’ pointed out one pupil.

DT has a vast and industrious workshop. Pupils told us they are encouraged to create products to ‘solve problems’ as we saw for ourselves when we joined an informal group discussion about a teacher’s attempts at refining his handmade guitar – the pupils had lots of questions and bounced their ideas off each other. A whopping 50 take GCSE (crushing gender bias) and about seven do the IB option.

Around 30 pupils take music GCSE (over double the average of selective schools), around seven for IB, with the department comprising one large classroom plus six ‘pod’ practice spaces and rehearsal rooms, all soundproof and spacious; pupils can book these out to use individually or for group curriculum work. ‘There are some pretty serious musicians who practice here a lot, but small groups get together too to have a jam,’ said one pupil. Plenty of choirs, including junior (cantores) and senior (open to all), chamber (by audition only) and a newly formed contemporary choir. All perform twice a year, showcasing a range of styles from 18th century Venetian to Barbie. About a quarter of pupils learn an instrument. Brass, ukulele and flute ensembles popular, and one student recently organised a charity music showcase for those who are not involved in school ensembles, proving that inclusivity is alive and well here.

Drama is described by pupils as ‘so much fun’, despite some pretty heavy material covered on curriculum in years 7–9, including Greek theatre, gothic drama, Brecht and Shakespeare. Nearly a quarter continue it to GCSE, but it does not form part of the IB diploma. No big whole school plays as smaller ensemble pieces are felt to ‘work better for workloads’. Recent examples include a modern-day version of A Midsummer Night’s Dream and Much Ado. ‘It’s a great way into Shakespeare,’ parents approve.

Trips are gaining their feet since Covid, eg music to Italy (80 pupils signed up) and exchange trips to France, Spain and Japan. Skiing also on offer. Year 7 camp makes lasting impressions – these pupils enjoy bonding while navigating orientation and camping outdoors.

Sport

More breadth since we last visited, with pupils saying there’s ‘something for everyone’. Netball and hockey remain the big hitters, including for fixtures, but football has gained momentum, with popular year 12 v 13 ‘friendlies’ – lots comes to watch, apparently. Cricket, rugby, tennis, athletics, gymnastics, dance and trampolining also now on curriculum. Sports Day popular, with whole school Zumba workout to kick things off. Pupils describe the facilities as ‘decent’, with an Astro, pitches and large sports hall. The gym is well-used from year 9 (with safety lessons), and sixth formers can use it at lunchtime – the boxing bag gets lots of action, we heard. Sixth formers rave about ‘Sports Fridays’, where afternoons enable them to dip in and out of whichever activities they fancy. Two extra sport coaches are funded by the PTA.

Ethos and heritage

The school was established in 1905, with just 19 girls, on the top floor of Tonbridge library, fuelled by its simple motto Courage and Honour. In 1913, it moved to its south Tonbridge 14-acre site on a hill, where it was completely rebuilt in 2009. The buildings have aged well, retaining a contemporary look, with the I-Barn added since – a swanky sixth form centre, ‘with wordplay on IB’, our guide explained. Lots of redevelopment too, including science labs and Astro. The site is surrounded by residential houses, so opportunities to extend space are limited, but it makes the best of what it has (and doesn’t go without) – all helped by limiting parking and investing in maintenance of the grounds and buildings. They’re savvy too - money is made by hiring spaces out and money is saved by turning roof solar panels.

The atmosphere is relaxed, welcoming and focused, with girls moving about cheerily – all seemed keen to flash a smile and say hello on the day of our visit. Teachers appear unfrazzled, nurturing a friendly enquiring ethos throughout.

A modern canteen offers hot lunches, while the sixth form’s I-Bistro provides grab-and-go food. Several other pop-up style food outlets are dotted around the school, including a popular noodle bar. Pupils feel it gives variety and like that they can eat anywhere in the school.

Six houses – named after previous headteachers and with pupil-designed badges – run various events throughout the year, including the winter ball’s epic dance move competition. Sports day is the biggest (includes staff too). Standard uniform of shirt, jumper with school badge, tartan skirt or dark trousers (many choosing the latter). Smart business attire for sixth form.

Notable alumnae include Rebecca Stephens MBE (first British woman to climb Everest and seven summits), Andrea Leadsom (MP) and Felicity Aston (explorer and climate scientist).

Pastoral care, inclusivity and discipline

The three school therapy dogs set the tone for wellbeing support. ‘Willow just makes you feel better’, said a pupil about one of them, ‘like a big hug from your mum.’ Parents praise the overall pastoral support, which includes a wellbeing hub with full-time school nurse and counsellor. The My Voice Matters initiative promotes mental health via workshops and activities.

Behaviour problems are few and far between – these high achieving girls want to do well and are only too happy to toe the line. Disrupting class simply isn’t on their radar, they told us, with chat-chat saved for the corridors and breaks. Ditto for wacky haircuts, make-up or rolling up skirts. Barely anyone gets detentions – and if they do, it tends to be for incomplete homework. Exclusions are unheard of.

The displays on civil rights and autism in the main foyer send a clear message that inclusivity is taken seriously here. The Diversity and Inclusion Alliance, founded by year 12 pupils, promotes awareness and events such as a cultural scavenger hunt (a treasure hunt with diversity a theme) and culture day (showcasing the school’s diversity of cultures in traditional costumes – even includes Morris dancing), as well as providing a safe space to discuss issues such as LGBTQ+.

Pupils and parents

Pupils are modest, focused and serious about their learning. There’s a sense of fun about them too – it’s not all work and no play. Many have long treks (up to one and a half hours) from all over Kent, South London and East Sussex, so many find it tricky to meet up outside of school. Parking is a local gripe among parents, but many pupils come in by train and/or bus (including school buses which serve Tunbridge Wells, Sevenoaks, Hawkhurst, Lamberhurst and Gravesend). ‘It’s a social time - they travel in little communities,’ said a parent.

Parents are an aspirational bunch, who are very supportive of the school. Many are professionals – doctors, lawyers, academics and entrepreneurs. The PTA, a prolific fundraiser, is popular. School says it is trying to attract more pupils from disadvantaged backgrounds (currently only two per cent on pupil premium) via outreach, financial help with transport, providing laptops, booster classes and contributing to school trips. Better ethnic diversity than the immediate locale.

The last word

Offers an inspiring, IB-focused education for seriously bright cookies, who are self-motivated and can work at a fast pace. No grass growing under these students' feet. Girls come from far and wide, saying it’s worth every minute of travel.

Special Education Needs

Tonbridge Grammar School values the abilities and achievements of all our students, including those who have special educational needs or a disability. We are committed to providing the best possible environment for the wellbeing and learning of everyone, enabling them to achieve the best possible outcomes for the next stages of their education and life. All teachers are teachers of students with SEN. Support begins with high quality differentiated teaching in the classroom. The Special Educational Needs Co-ordinator (SENCO) and two part time Assistant SENCOs work with all teaching staff, support staff, parents/guardians, students and where necessary, outside agencies, to ensure that every student achieves their full potential. The SENCO is a qualified teacher and has completed the National Award for SEN Co-ordination (NASC). Tonbridge Grammar School has due regard for the Children and Families Act 2014; the Special Educational Needs and Disability Regulations 2014; the Special Educational Needs and Disability Code of Practice: 0 to 25 years (2014); Supporting students at School with medical needs. 2014); the Equality Act 2010; and the Education Act 1996 and associated Regulations. The School also has due regard for specific guidance relating to the International Baccalaureate Diploma program: Meeting student learning diversity in the classroom (International Baccalaureate, 2013). Full details of how we serve the needs of those students identified with SEN can be found on our website.

Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained