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  • Tonbridge Grammar School
    Deakin Leas
    TN9 2JR
  • Head: Rebecca Crean
  • T 01732 365125
  • F 01732 359417
  • E [email protected]
  • W
  • A state school for girls aged from 11 to 18.
  • Read about the best schools in West Kent and East Kent
  • Boarding: No
  • Local authority: Kent
  • Pupils: 1,139; sixth formers: 242 (29 boys)
  • Religion: Non-denominational
  • Open days: October
  • 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
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 16th October 2019
  • Ofsted report: View the Ofsted report

What says..

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’. 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. Independent learning is key throughout. We’ve never seen so many…

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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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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...

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Please note: 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

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.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
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

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:

most years
quite often
sometimes, but not in this year

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