Tunbridge Wells Girls' Grammar School A GSG School
- Tunbridge Wells Girls' Grammar School
Southfield Road
Tunbridge Wells
Kent
TN4 9UJ - Head: Mrs Katie Marchant
- T 01892 520902
- F 01892 536 497
- E [email protected]
- W www.twggs.kent.sch.uk/
- A state school for girls aged from 11 to 18.
- Read about the best schools in Kent
- Boarding: No
- Local authority: Kent
- Pupils: 1,097; sixth formers: 301
- Religion: None
- Open days: Virtual tours and contact school for individual tour sessions
- 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 19th September 2023
- Previous Ofsted grade: Outstanding on 2nd November 2011
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Pastoral jewel in the crown is the new wellbeing suite with sensory lighting and music, described by pupils as an ‘amazing space’. There’s a head of year for each year group and parents say that there is ‘a strong pastoral feel’ compared to other schools, as well as reporting that the early years pastoral care is far stronger than it was. Pupils are proud of the school’s initiatives around inclusivity, including the Legacy initiative for sixth formers, in partnership with The Skinners’ school, which brings them together fortnightly to discuss news-related issue such as sexual harassment. Discipline ‘isn’t an issue’ here, say parents and pupils. ‘It’s quite strict, in that...
What the school says...
At Tunbridge Wells Girls' Grammar School (TWGGS), we empower students to ‘give their best’ in all endeavours. Our supportive and respectful community fosters confidence, enabling each student to reach their full potential. We prioritise individual needs through tailored teaching and learning approaches, ensuring every child's wellbeing is nurtured. TWGGS life is shaped by our core values: community, challenge and character, creating a well-rounded and enriching educational experience. We strive to inspire and equip our students for success in their future. ...Read more
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School associations
State grammar school
What The Good Schools Guide says
Headteacher
Since September 2024, Katie Marchant, previously associate headteacher for two years, having joined the school in 2019 as a psychology and sociology teacher, later becoming pastoral lead and assistant head of sixth form. ‘Always wanted to be a teacher’, affirmed by work experience and as a Sunday school teacher in Hastings where she grew up. Social sciences with psychology degree from Canterbury Christ Church University, followed by PGCE from Goldsmiths and MA in educational leadership from Warwick. Prior to joining TWGGS, she worked in two London comprehensives, before which she was lead assistant head and director of teaching school in a 16-strong Catholic secondary schools’ collaboration across East London, Essex, Southend and Southwark. Here, she ‘learnt so much’ from the heads including ‘how to bid for grants and to keep ideas fresh’.
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Tunbridge Wells Girls’ Grammar is an inclusive school that endeavours to provide all SEND pupils with the support, tools and strategies needed to succeed in a fast paced grammar school setting. Each child and young person is viewed as an individual with strengths, talents and personalities and, in close collaboration with parents and guardians, the school works hard to support pupils in fulfilling their potential. Currently, the SENCo is assisted by four teaching assistants (three of whom are trained as HLTAs) and wellbeing staff who implement a range of one-to-one and small group interventions.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
Y |
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| Not Applicable | |
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
Y |
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
Y |
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
Y |
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
Y |
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
Y |
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
Y |
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
| School | Year | Places |
|---|---|---|
| Kent College Prep School | 2024 | |
| Somerhill | 2024 | 4 |
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