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  • Tunbridge Wells Grammar School for Boys
    St John's Road
    Tunbridge Wells
    TN4 9XB
  • Head: Ms Amanda Simpson
  • T 01892 529551
  • F 01892 536 833
  • E [email protected]…
  • W
  • A state school for boys aged from 11 to 18.
  • Boarding: No
  • Local authority: Kent
  • Pupils: 1276
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 31st January 2017
    • 2 Full inspection 10th January 2013

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Good on 30th April 2008
  • Ofsted report: View the Ofsted report

What the school says...

Entrance examination administered by local LEA (Maths, VR and non-VR).

This is not currently a GSG-reviewed school.

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School associations

State grammar school

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

The Boys Grammar School has a limited provision for SEN within the school. On entry to the school, boys will be screened using cognitive ability tests and monitored by the staff of the school. Concerns over pupil's literacy skills will be raised with the SENCO who will carry out testing to ascertain the severity of the difficulty. Where pupils have organisational difficulties which affect their work a short course in study skills will be offered in a small group. For those students whose literacy skills are poor a course in spelling, punctuation and grammar will be provided during Year 7. Students with very poor handwriting will be offered a touch typing course delivered by a specialist teacher in a group. All students placed on the school register as having difficulties will be reviewed 1/2 yearly to make sure adequate progress is being maintained following any intervention. For those pupils who have severe dyslexia affecting their academic progress,1:1 weekly lessons will be offered on a termly basis. However, it must be emphasised that the school as a limited amount of support time to do this so only the severest difficulties will normally be addressed. Where students are likely to perform poorly on tests and exams, because of their difficulties, examination dispensation will be pursued, with assessments being carried out by a qualified specialist within the school. Very few pupils receive support in the upper part of the school, but where students have persistent difficulties support may be available in terms of study and organisation sessions at a lunch time or out of lessons through negotiation with members of staff. The school currently has one statemented pupil with Aspergers Syndrome who is fully integrated into the school with support from a learning support assistant. Teaching staff are gradually becoming more familiar with this type of difficulty.

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

Who came from where

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