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  • Tonbridge Grammar School
    Deakin Leas
    Tonbridge
    Kent
    TN9 2JR
  • Head: Mrs Rosemary Joyce
  • T 01732 365125
  • F 01732 359417
  • E [email protected]
  • W www.tgs.kent.sch.uk
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Kent
  • Pupils: 1,181; sixth formers: 283 (31 boys)
  • Religion: Non-denominational
  • Open days: June and October or tours once a month
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 7th June 2007
  • Ofsted report: View the Ofsted report

What says..

It seems a steady and happy ship, if staff staying power is anything to go by. Joyce’s own long stint is trumped by her two deputies who have both been at the school for nigh on two decades. The strong performance in the sciences, and modern foreign languages too, suggests Joyce has found the magic portal to top teachers in these subjects where other local schools struggle to find them. The school is actively developing new sports pathways for girls, such as cricket, football and rugby – not currently easy...

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What the school says...

Tonbridge Grammar School is a highly successful selective academy with a track record of innovation and excellent examination results. We are an IBO World School and are consistently amongst the top-performing UK state-schools in the IB Diploma programme, with average points scores well above national and international averages.

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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 2005, Rosemary Joyce. Achieved the post at a relatively youthful age, and has stayed what is now an uncommonly long time in a headship. Her view is ‘Why go elsewhere?’ and you can see her point. She gets to work among tomorrow’s leaders, in a school which regularly sits in the top 30 nationwide for academic results, and in pretty plush surroundings for a state school.

Her subject is religious studies (took an RS and history degree at Stirling, followed by a PGCE and MA at London). She maintains a great interest in philosophical ideas, and in Eastern religions. Teaches philosophy - ‘occasionally do a special session on my subject of Descartes’ - and was much enjoying supervising a sixth former’s extended essay on Confucianism.

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

We believe that intervention with appropriate support and resources leads to improved learning, self-esteem and ultimately greater personal success. Our school works in close partnership with parents in dealing with children with special educational needs. This also means that outside agencies may be involved and we feel that early recognition and good communication between all parties is essential. We have a dyslexia specialist who will assess our students and provide tuition as necessary. We provide a range of laptops with good, instructive software for their use. Similarly we employ a counsellor who will give support as required. We have an Advanced Skill Teacher responsible for Gifted and Talented Policy, provision, resources and monitoring. We have a weekly "Bright Sparks" club which focuses on problem solving, higher order thinking, philosophy and application of brain power to local and national competitions. Many members of the school are members of the National Academy of Gifted and Talented Youth, and we work closely with NAGTY and other national organisations to offer resources and opportunities. We have a database of students regarded as gifted and talented by national standards laid down by DFES (almost all our students) and the progress of especially talented ones, regarded as gifted by our school, is monitored by faculty staff.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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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

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year

Who came from where


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