Dartford Grammar School A GSG School

Curricula

International Baccalaureate: diploma - the diploma is the familiar A-level equivalent.

International Baccalaureate: middle years - middle Years is a programme for ages 11-16.

School associations

State grammar school

What The Good Schools Guide says

Head

Since 2021, Julian Metcalf. Educated at Sevenoaks School where he studied the IB, followed by an English and history degree at Leeds University and master’s in English lit. A PGCE at King’s College London and PPD at Cambridge paved the way to his teaching career which began here in 1998 when his 14 year tenure saw him join as NQT (he still teaches sixth form) and leaving as assistant head before leaving to take on roles including programme co-ordinator for the Specialist Schools and Academies Trust (SSA) and UK associate manager for the IB. Thence to Skinners’, where he was deputy head for seven years before returning here.

Parents say he is ‘friendly, fair and supportive’, ‘informed’ and ‘well-networked’. Pupils respect him, saying he is ‘ambitious for us and always trying to make things work better’. We found him easy to chat to in his homely study where the walls are covered with theatre posters and a cabinet is filled with quirky mugs and a brightly coloured painting of the school’s most famous alumnus, Mick Jagger (painted by an ex-colleague as a ‘moving in’ gift). Although the real ‘king of rock’, in his opinion, is Bruce Springsteen! He is also a keen reader – recently Old Boys, Trenches and One Day. He swims when he can – especially in open water (next up, the Scilly Isles) – and he also loves running, with sixth formers enjoying competing with him on the London half-marathon.

Entrance

One of five ‘super-selectives’ in Kent, meaning that year 7 entry requires more than just an 11-plus (Kent test) pass of 332 points. There are two routes: the ‘priority area’ which includes Dartford and 18 named parishes in rural north west Kent (requiring a score of 370+) and those from outside this area (where the score needed is typically higher). Balance of places has recently been redressed with 130 for priority area and 50 outside. Note, no sibling or distance criteria – and brace yourself as there are three candidates for every place. Pupil premium places ringfenced for those scoring 350+ (13 places in the priority area, five for those outside).

Around 600 applicants (40 per cent girls) for the additional 150 co-ed sixth form places. They, along with internal candidates (although existing students are given priority), need a minimum of 52 points across their best eight GCSEs, including 5s in English and maths and a 7 in higher-level IB subject choices (8+ for maths). Distance is also applied.

Exit

Between 15-20 per cent depart post GCSEs, mainly to the other super-selectives for A levels instead of the IB, especially St Olave’s. Vast majority of sixth formers to university, 70 per cent to Russell Group. Warwick, Nottingham, Leicester, Loughborough, Leeds, KCL, Birmingham, QMUL, Lancaster and UCL all popular. Courses in economics, computer science, PPE, engineering, psychology, law, geography and sports and exercise science attract biggest numbers. Eight Oxbridge in 2024; 27 medics. Some overseas – in 2024, to University of Cairo (medicine); Berkley, USA (English); Ecumenical Study Institute, Germany (foundation science); Universita Cattolica Sacro Cuore, Milan (psychology); and Universita de Valencia (medicine). Degree apprenticeships on the up – recently to PWC, Mazars, Government Economic Service, Bishop Fleming, KPMG and Barclays.

Latest results

In 2024, 77 per cent 9-7 at GCSE; average IB score 36.

Teaching and learning

Value added is the greatest in Kent, while GCSE results place the school in the top six per cent of state schools in the country – and they lead globally on the IB stage too. ‘But there’s no room for complacency,’ says school, determined to provide ever greater stretch. Pupils tell us the IB Middle Years (MYP) programme in years 7-9 provides ‘constant challenge’ and parents approve that it ‘keeps them on their toes’. Dartford Grammar was the first school in the UK, and the first state school globally, to introduce this programme and during our visit they were hosting a conference for MYP UK schools to share good practice.

Languages remain a lynchpin – and not just your standard European fare, with all year 7s studying either Chinese or Japanese, which they love. ‘It’s not just the vocabulary and grammatic structure, but the culture that I really enjoy,’ said one. Cultural nods extend beyond the classroom too, with the Japanese garden a popular place to hang out. The Mandarin Excellence Programme (MEP) and Japanese equivalent (JEP) are popular and supported by trips to Beijing in year 9 and Japan in year 10. Then in year 8, they choose either German, French, Spanish or Latin. One European, one non-European language compulsory at GCSE.

Ongoing drive on English oracy skills – and we certainly found pupils articulate beyond their years. The idea is to ‘unlock potential’ for pupils when applying for next step destinations, with the starting point a whole-school focus on reading – including teachers sharing current reads as it’s important to ‘walk the talk’, head says.

Minimum of 10 GCSEs follows the traditional EBacc route. Unusually, engineering is on offer – introduced as DT’s popularity was on the wane. Sciences do well (around 18 opting for combined, based on teacher advice), as well as maths (with nearly a third taking further maths) and computer science. No setting, but the most able (of an already very able cohort) attend ‘gifted and talented’ sessions run vertically ‘so that we benefit from being mentored by older pupils with similar interests’. IB only at sixth form – no A levels. Theatre arts, environmental science, psychology, global politics and philosophy all on the menu, plus languages in ‘ab initio’ (language acquisition without prior knowledge).

No surprise that we witnessed a studious vibe in every classroom, with many pupils so immersed in their work that they didn’t even notice us. We visited during exam season and they took it all in their stride. ‘We know what to do and just do it,’ said one.

Learning support and SEN

Around 13 per cent are on the SEN register (national average), including seven EHCPs when we visited. They are supported by SENDCo, two counsellors, two ELSA trained therapists and six LSAs mainly for autism, visual impairment and cerebral palsy, with overall aim to make pupils ‘autonomous and independent’. Support (which includes the likes of Lego therapy) described by parents as ‘amazing’ and ‘a very well-oiled machine’. Particularly good at putting ‘sound routines in place’, we heard, especially important for pupils with autism – includes ‘modelling of stress points’ so pupils are familiar with situations like exams with warm-ups before. ‘Pupils told us they like the sensory room, fondly nicknamed the ‘fluffy room’ on account of homely touches. Support for accessing drama particularly good, said one parent. Seventy pupils receive support for EAL.

The arts and extracurricular

Extracurricular offering is ‘wide-ranging and character building’, say pupils, with CAS (creative, activity, service) fair at the beginning of the school year deemed ‘really helpful’ – although some pupils would like even more promoting of clubs to help navigate the eye-wateringly large menu. Options range from the classics like chess (a favourite), Warhammer, Lego, cooking, mindfulness and sport (including rugby and netball for girls) to the less usual bootcamp (for sixth formers), drumline, litter pickers, Japanese black belt, classical civilization, Pilates, international mindedness, UK space design competition, scribbler’s ink (an online creative writing club) and environmental thinkers, to name a few. Societies draw enthusiastic crowds too – biomedical, law, journalism and history among them.

Since its introduction in 2022, CCF is gaining momentum with a 20-strong cohort. DofE also popular, with nearly all of year 10’s doing bronze DofE, 70 doing silver and around 30 completing gold. In-house volunteering gets thumbs up from pupils, eg teaching sports skills to younger pupils – and the pupils get stuck into fundraising too, eg to provide a lunch for local elderly people.

‘Incredible’ and ‘lively’ music department a reason for many families choosing the school. Around 50 per cent learn an instrument in the Dartford Music School (based in the Mick Jagger Centre, naturally), with pupils especially excited about the new recording studio – ‘incredible, so cool’. Singing is the foundation (refreshing in a mainly boys’ school), with all year 7s performing an eclectic end-of-year repertoire including the likes of Britten’s Festival, the Drunken Sailor and Hamilton – as well as songs in different languages, eg Mandarin. Doesn’t dip in sixth form either, when a quarter of the cohort participate in the four choirs, as well as string ensembles, guitar groups, wind bands, jazz group and percussion group. Lots of outreach too, eg pupils help with the Red Rooster community holiday activities programme which focuses on musical theatre, among otherthings. Recent 65-strong music tour to Normandy. Around 23 pupils take music GCSE and four at IB higher level.

Drama also on curriculum, with a large drama studio and a ‘prolific’ tech team (a crew of staff and pupils all mucking in). Two productions per year, with excellent buy-in from staff. Lower school performs A Christmas Carol, the Grinch or Shakespeare School Festival – recently Much Ado. Whole-school musicals include the Addams Family, Hairspray and Fiddler on the Roof to a sold-out theatre over three nights. Many pupils take part in the streamed film festival, recently Othello. Up to seven theatre trips a year (A View from the Bridge up next), plus visiting workshops by Frantic Assembly and Les Enfants (puppet workshop). Similar take-up as music at GCSE and IB.

Portrait and identity are the two major themes in the art curriculum, whose department comprises four studios. We noticed a vibrant collage on sport figures, a nod to the school’s emphasis on cross-curricular. A wide variety of art is displayed with care throughout the school, with a particularly well-decorated foyer of the Mick Jagger Centre. Regular visits from artists, eg sculptor Amy Goodman. Around 12 take GCSE (with over half getting top grades), with four taking visual arts IB higher level. DT, however, seems to have lost its mojo with a dip in interest at both GCSE and higher level IB. Recent cultural fashion show, organised by the sixth form, ‘filled everyone with so much pride’, we heard.

Trips galore, and highly valued by the pupils. ‘The problem is the more we get, the more I want!’ laughed one. Alongside sport, music and language, there’s a sixth form trip to NASA, Texas and three-day (to keep costs down) Paris trip for younger pupils during annual creativity week. Even the less sporty boys enjoy the sports tours, we heard – including year 7’s rugby to Lancashire.

Sport

Big on athletics, with the framed England athletics shirts in the modern Becket Sport Centre setting the scene – the school has hosted the junior and intermediate National Schools’ Cup. ‘I can express myself in athletics,’ one pupil mused, another that they’d ‘found my niche.’ Core team sports are rugby and football (we dodged three games of the latter in the playground too), both with all-year training and featuring in a popular inter-house festival. Cricket in the summer (year 8’s are current Kent finalists). The newly refurbed gym is described by pupils as ‘exceptional’ – it is used by first team athletes in the mornings, with the rest of the year groups on timetable. Pupils walk five minutes to the three school fields, where there’s also an astro and athletic tracks.

Ethos and heritage

Founded in Dartford in 1576 above Corn Market House, moving to the present site on West Hill in 1864. School prides itself on being a big part of the local community and has remained a constant through Dartford’s change from market town to industrial hub/commuter town.

The campus is a blend of traditional and contemporary. The original schoolhouse is named after Thomas Hardy who worked as an assistant architect on it, while more modern additions include the stylish Mick Jagger Centre and 14 new science labs (one keeps ‘old school’ clobber almost as museum pieces so pupils can ‘put modern science into context’). Plans to soften the edges of the two playgrounds with landscaping, plus a new library in the pipeline. Swanky sixth form centre adds a university feel, as do the three lecture theatres (recently hosting a COP26 speaker, pupils told us).

Smart uniform comprises navy blazer with house badge, blue shirts (tucked in even while playing footie at lunchtime, we noticed!) and distinctive maroon and gold striped tie. Boys told us they’re proud of it, especially when awarded full colours. Pupils say they feel heard, the latest win being the more inclusive (gender neutral) sixth form uniform policy. ‘There are boys wearing nail polish and girls with blue hair,’ said a pupil, though no stretchy Lycra skirts, boots or trainers are allowed. No such sights on our visit, however, with all sixth formers appearing smart and professional in blazers, suits and shirts. House system felt by pupils to increase sociability and friendly competition, with much sought after house points and eagerly anticipated sport events, culminating in the prized Scrivener Shield.

Pupils rate the food eight out of 10, with katsu curry and cheesecake getting top marks for being ‘awesome’. The canteen is modern and clean, with views of the Japanese garden. Sixth form centre café also popular, serving pastries and toasties. Many bring in their own food. We enjoyed a civilised fish and chips.

Pastoral care, inclusivity and discipline

‘Excellent’ pastoral care, with well-regarded pastoral lead who ‘is always available’, ‘listens’ and is ‘excellent at signposting solutions’, according to pupils. Parents feel it is a real selling point of the school. Teachers are quick to say hello and are ‘easy to talk to’, we also heard. Pupils caring of each other too: One slipped over in the dining hall during our visit, his peers instantly jumping to his aid – no sniggering, just genuine concern. Communication club provides a ‘safe space’ to meet and play games, and PSHE covers topics such as challenging career stereotypes and raising aspirations, making ethical financial decisions, risk of STIs, sexting and pornography, domestic abuse and forced marriages.

Misbehaviour pretty much a non-issue, with boys too busy and focused to play up, according to parents – but pupils are quick to call out any unkindness, they assured us. Detentions for missed homework and the like – but even these are rare. Exclusions practically unheard of.

Inclusivity taken seriously, with an LGBQT+ club for years 10-13 plus a ‘Q&A’ (Queers and Allies) group for all. School invites organisations in to discuss gender identity issues regularly – most recently Porchlight (on inclusive spaces) and Becoming Jude (on trans). A ‘Be You’ project counsellor visits one day per week and pupils enjoy an annual culture day with an apparently ‘unbelievably good’ bake sale raising funds for charities.

Pupils and parents

Pupils are sincere, focused, humble and clearly very much at home with their like-minded peers. Lots of ethnic diversity, with 80 per cent from non-white British backgrounds (less so with staff, which school is addressing). Higher pupil premium than at some local grammars (at 12 per cent), largely thanks to school engaging in outreach for pupils from disadvantaged backgrounds identified by their primary schools. Parents are supportive of the school, feeling grateful to have a place. In many cases, their offspring will be the first in the family to go to university, while others are professionals (mainly doctors and lawyers) and business owners. It is a sociable school, thanks to the PTA – a ‘life-saver’, we heard, especially for parents who are not from the area (many are from SE London, some as far as Essex). RUCK shop on Saturdays sells second-hand uniform.

The last word

A very high performing grammar with a global outlook – including a unique IB offering for a state school – and strong pastoral care. Best suited to able pupils hungry for challenge and willing to go that extra mile with an inter-disciplinary approach to learning.

Special Education Needs

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

Who came from where