Tunbridge Wells Grammar School for Boys
- Tunbridge Wells Grammar School for Boys
St John's Road
Tunbridge Wells
Kent
TN4 9XB - Head: Ms Amanda Simpson
- T 01892 529551
- F 01892 536 833
- E thegrammarschool@…gsboys.kent.sch.uk
- W www.twgsb.org.uk
- A state school for boys aged from 11 to 18.
- Read about the best schools in West Kent and East Kent
- Boarding: No
- Local authority: Kent
- Pupils: 1507
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 2
- 1 Short inspection 25th November 2021
- 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
This is not currently a GSG-reviewed school.
Do you know this school?
The schools we choose, and what we say about them, are founded on parents’ views. If you know this school, please share your views with us.
Please login to post a comment.
School associations
State grammar school
Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
TWGSB has an Inclusion Team that works across both the Tunbridge Wells and Sevenoaks campuses. The school has a Director of Inclusion and SENCO/Specialist Teacher who line manage a team that includes an Inclusion Team Leader, Pastoral HLTAs and Learning Support Assistants(LSAs). There is a 10-12% of SEND across all key stages and TWGSB has students with a range of needs and barriers to learning. We have students with EHCPs and those that are eligible for additional High Needs Funding. At transition to the school, information is shared by parents and previous school. A member of the Inclusion Team will collate information and arrange further contact prior to admission as necessary. Year 7 students attend a transition day but an additional transition event may be offered to SEND students. Information about individual students is shared with subject teachers and this is updated regularly. LSAs work across the school with particular focus on KS3 classes to provide support to SEND students in the classroom. Interventions may be offered during tutor time dependent on need. Where students require a higher level of designated adult support, this will be discussed with student and parents/carers and a learning plan will be created. This will be reviewed three times a year and shared with school staff and family. The Inclusion Rooms on both campuses are open from 8am to 4pm. Students may choose to access the rooms before school and during break times. There is also a sensory space at both campuses. Students may also access the Inclusion Rooms for Supported Study. Students who may become overwhelmed in the classroom may also have an Inclusion Card that enables them to come out of class to reset or to continue working in Inclusion. The Inclusion Team provide CPD for staff and subject teachers are able to request support in class, discuss concerns or ask for a student to be observed by the team. The Inclusion Team also work closely with the KS5 team and may provide additional support to 6th form students at their request. Study skills and revision technique sessions are offered at different points during the academic year. The school SENCO/Specialist teacher is able to assess students to determine if there may be an underlying barrier to learning. Students are also assessed for access arrangements in their public exams.
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 |
|---|---|---|
| St Michael's Preparatory School | 2023 | 4 |
The Good Schools Guide newsletter
Educational insight in your inbox. Sign up for our popular newsletters.