Tonbridge Grammar School Profile

Tonbridge Grammar School

Deakin Leas Tonbridge, Kent, TN9 2JR Telephone: 01732 365125 http://www.tgs.kent.sch.uk

Local Authority: Kent Age range: 11-18 Number of pupils: 1080 Head teacher: Rosemary Joyce Chair of governors: Mr R Hubble

What have been our successes this year?

This has been another outstanding school year. We celebrated the success of our latest cohort of students for the IB being ranked by The Times newspaper as the top state school in the country for IB results. 2 students scored 100% in their IB diplomas - only 1% of IB students across the world achieved this mark. 78% percent of our Year 13 students reached A or B grades or their equivalent at either International Baccalaureate or A level with nearly 50% at grade A.

Our local community links are many and diverse and continue to grow each year, with opportunities in our Modern Languages specialism joining our exciting programme in Maths and Computing this year. We have supported a series of international festivals both here and in our partner schools. 12 girls went to China last summer as part of our developing school links, and another will depart in July 2010. We have widened our exchange links to continental Europe.

Our gymnasts took part in the national competition. The Motet Choir won the first Barnardo's National Choir Festival at the Royal Festival Hall in 2009, appearing with the London Chamber Orchestra at St.John's, Smith Square in April.

For full details see our website.

1 What are we trying to improve?

Our Online Learning and Information Environment (OLiE) is being developed as a centre for learning resources and a central focus for communication. This enables students to access work set and learning resources via the internet with greater flexibility.

Enquiry-based learning is embedded into Year 7 which extends and develops the ability of our students to think deeply and in cross-curricular ways. We will be continuing this exciting approach to learning into Year 8 next year.

Our Specialist & Leading Edge outreach is growing, working with local community groups (students and adults) and supporting partnerships that enable our students to learn with greater flexibility. We have hosted a series of successful Primary Maths enrichment programmes. Students support the delivery of outreach classes in ICT and Languages to the University of the Third Age, pre-school and primary school beginner courses in languages, as well as special needs students from our local FE college.

We continue to set challenging targets for our IB, A Level and GCSE results, and continue to improve the support and guidance we give to our students. We are extending the IB learner profile to the main school.

How much progress do pupils make between 11 and 16?

The chart shows our school's contextual value added (CVA) score relative to that of other secondary schools. CVA is a statistical means of assessing how effective a school is, by measuring pupils' progress using their test and examination results. The confidence interval shows the range within which we can be confident the score (calculated on the results of only one year group) Our School Confidence interval represents the overall effectiveness of a school. The percentile rank shows the percentage of schools with a score equal to or higher than ours.

2 Since September 2008 all aspects of the KS3 curriculum have been delivered and assessed in two years by the end of Year 8. Year 9 is the start of a three year KS4 programme, where some subjects begin GCSE work early and some subjects offer an enriched programme of study before beginning GCSE in Year 10. We nurture exceptional talent, tailoring pathways to meet individual needs so that a pupil can, for example, take AS Mathematics from year 9, if it is appropriate. Statistical measures show that we add value to our students between Key Stage 3 and 4. The last End of Key Stage 3 SATs were taken in 2008. Our Teacher Assessments since then for Year 8 show a VA rating of around 1,030 each year which indicates better than expected progress.

We track each student's progress in Key Stage 3 through the use of Cognitive Abilities Testing (CATs) in Year 7 in addition to the Kent Selection tests in Year 6 and Key Stage 2 school data.

OfSTED described our students' progress as "outstanding" because of "the school's culture of securing not only the highest grades, but also personal development and broader intellectual skills at the highest level."

How well do our pupils achieve at age 14?

100 90 This shows Key Stage 3 results for 2007. It shows 80 the percentage of pupils eligible for KS3 tests 70 (usually 14 year olds) who achieved or exceeded 60 50 level 5. 40 30 20 10 0 English Maths Science

Our school Local schools (Local Authority) All schools

End of Key Stage 3 Teacher Assessments replaced SATs tests from 2009. Since September 2008 all aspects of the KS3 curriculum is delivered and assessed in two years at the end of Year 8 here at Tonbridge Grammmar. Year 9 is the start of an exciting three year KS4 programme, where some subjects begin GCSE work early and some subjects offer an enriched programme of study before beginning GCSE in Year 10.

We nurture exceptional talent as well. For example in Year 8, we often have students taking A-level Mathematics but we also have students achieving the highest levels in sporting and arts opportunities.

3 How well do our pupils achieve at age 16?

100 90 This shows the percentage of pupils 80 (who were at the end of Key Stage 4) 70 who in 2008 achieved 5 or more 60 50 GCSEs (and equivalent) at grades A*- 40 C, 5 or more GCSEs (and equivalent) at 30 grades A*-C including English and 20 10 mathematics GCSE, and one or more 0 GCSEs (and equivalent) at grades A*-G. 5+ GCSEs A*-C incl. English and Maths 1 or more passes

Our school Local schools (Local Authority) All schools

% achieving 5 or 2007 2008 2009 more A*-C (incl. functional Ma & Eng) Cohort 156 149 149

School 82 99 99

National 46 51 53

Difference 36 48 46

In 2009, 99% of pupils achieved 5+ A*-C with 78.6% of entries at A*/A compared with 19.7% A*-A grades nationally. A significant number of students also take AS Levels in KS4 and are very successful. The average points score for each candidate in 2009 was 612.9 compared with a national value of 411. This is equivalent to over 10 A*s per candidate.

4 How have our results changed over time?

Local and Government figures indicate that our results have been consistently good at GCSE, A Level and IB over a number of years.

GCSE achievement remains consistently high with the average points score rising year on year, from 551.9 in 2007, to 605.2 in 2008 and 612.9 in 2009. The average number of A* and A grades gained per pupil has risen over the last 3 years from 7.04 in 2007 to 7.80 in 2008 and to 8.79 in 2009.

Post 16 results in A level and IB are exceptional. At A Level 72.5% of all results were at grades A and B compared with a national figure of 49%. The A Level average UCAS points score was 416.5 which is equivalent to 3.5 A Levels at A grade. In the IB diploma, the average UCAS points score was 661.5 which is equivalent to 5.5 A Levels at A grade. Eleven students gained 40 points or more including two of only 68 students worldwide who gained a maximum of 45 points in the IB diploma.

How are we making sure that every child gets teaching to meet their individual needs?

We attach great importance to ensuring that each student realises their individual potential. In Year 7, students sit Cognitive Abilities Tests during their first term which provide information on student potential and preferred learning styles. CAT results are used, together with individual 11+ scores, to provide an indication of each student's ability against which their progress is measured. Form Teachers may discuss a students CAT scores when reviewing progress with students and parents.

We specialise in building on the prior attainment of our students upon entry. Year 7's are quickly identified for fast-tracking in French and Mathematics leading to early exam entry. SEN students make equally good progress through the school, supported by specialist dyslexia teaching if necessary. Support for additional educational needs both within TGS and through our extensive outreach programme includes public speaking competitions and projects with special needs students at KS4 in numeracy and ICT.

We continue to monitor and evaluate the quality of teaching and learning and are committed to high quality training for staff.

5 How do we make sure all pupils attend their lessons and behave well?

Our monitoring tells us that our students enjoy learning. A carefully balanced programme of personal development and pastoral care complements the academic curriculum, enhancing confidence, competence and versatility and fostering self-respect and respect for others.

Expectations of student attitude and behaviour are high and clearly re-enforced by staff. A code of conduct is outlined in student planners and classrooms. Staff and students have been involved in developing a new rewards and sanctions policy which is constantly under review.

We are a large school, and pastoral care is seen as a whole-school responsibility but is broken down into three Mini Schools (Year 6-8; Years 9-11 and Years 12 & 13 - the Sixth Form). Student Managers are available throughout the day to support the needs of individual students and respond to parental concerns.

Pupil progress is monitored closely by form staff and individual targeted support offered in accordance with need through a network of Student Managers, and School Leaders. This is overseen by members of the School Leadership Team. The School also has an Attendance Officer to monitor and investigate patterns of attendance and punctuality.

What have pupils told us about the school, and what have we done as a result?

At TGS we are committed to evaluating what we do through regular feedback from our students. The vast majority of students say they enjoy lessons and have a strong sense of happiness at TGS. Their biggest concern has been our old building. Our new and refurbished accommodation (opened 2010) has included student design. Students have made suggestions about relaunching the House system. Students at TGS are far less worried about bullying and school security than students nationally.

Students are regularly involved in the monitoring and evaluation of teaching and learning at TGS through student fora. Student Voice has also been a feature of the appointment of key staff including Assistant Head Teachers and Student Managers.

The School Council voted to establish healthy vending machines and have a major input on meeting our Healthy Schools Award. They have a small budget for environmental projects and proposed the introduction of a silent library which, following wider discussion was implemented. The Council has also taken part in helping to establish the new Rewards and Sanctions policy.

One student told the OfSTED team "People care and it's a nice place to work and learn."

6 How are we working with parents and the community?

The School continues to develop strong partnerships with parents and the wider community. Formal contacts with parents are regular (at least once per term) and there is a PTA. Parents are encouraged to participate in the decisions regarding their daughter/son's education. Feedback is sought in our monitoring and evaluation review process. Focus groups of parents have met with school leaders to explore issues raised. Most recently our Year 9 parents have been working with us to improve home-school communications.

An extensive Mathematics enrichment programme works with local primary schools and students work with local special needs students. Sixth formers have made fortnightly visits to West Kent College, and the Scots Project. Our students benefit from Maths & Computing Careers talks in the PSHEE programme. We host local members of our senior community at a regular Internet Cafe and there are free language lessons for mother and toddlers, primary school children and other adults. We have a musical partnership with local Barnardo's children and the LCO where our students have been musical mentors attending rehearsals in London.

Full details of our outreach work is on the school website.

What activities and options are available to pupils?

A wide range of academic and recreational activities are offered. We currently hold the ArtsMark Gold as evidence of our range and quality of provision in the Arts. An extensive range of sports clubs are available at lunch time and after school. Over 300 students study at least one musical instrument with the School's visiting music teachers. There are many musical activities. The KS3 Cantores Girls' Choir has won a local Festival for 10 consecutive years. Several members of the School belong to National and County Youth Orchestras and Choirs.

Drama opportunities abound and include joint drama opportunities with Tonbridge School. The School has several members of the National Youth Theatre and the National Youth Music Theatre.

There are UKMT Maths Challenges, cross-curricular Maths and Computing competitions, 'Computer Club 4 Girls' and other outreach opportunities. The Duke of Edinburgh's award scheme, the Animal House, reading groups, Christian Union and Charity Inter-House opportunities are very popular.

Every Friday afternoon all students are given the chance to extend, explore, excel with over 40 enrichment activities in our unique Triple X enrichment programme offered to all students.

7 How do our absence rates compare with other schools?

20 This chart shows the percentage of half days missed through authorised and 15 unauthorised absence by all pupils at the school. Information is given for the school, 10 for schools within the local authority and for all schools. 5

0 2005/2006 2006/2007 2007/2008

Our school Local schools (Local Authority) All schools

Attendance is generally excellent and "above that of many other schools" (OfSTED 2007). Average attendance years 7 - 11 was 94.3% in 2006, improving to 96.65% in 2007-8.

Keeping absence rates low has been an important priority within each Mini School. The School has refined its systems for monitoring absence and punctuality, to ensure that students and parents continue to have high expectations.

How do we make sure our pupils are healthy, safe and well-supported?

TGS is committed to providing a safe and secure environment for students. We pride ourselves on being a tolerant community celebrating diversity of achievement. This ethos is promoted across the school including through the strong pastoral structure and the assembly programme. Bullying is not tolerated and we take effective action when it occurs.

Older students are encouraged to support the welfare of younger students through roles as Form Prefects and One2One peer counsellors. Students in the Sixth Form act as Peer mentors for students in Year 10 and 11. A qualified Counsellor and School Nurse are available. OfSTED found that our students made a significant contribution to the running of their own school in a variety of ways.

The extensive PE curriculum promotes physical wellbeing and PSHE supports student awareness of health issues (smoking, drug abuse, & personal safety). Large numbers attend sports-based clubs. OfSTED have said recently that we offer good career advice, work experience and citizenship opportunities for students. The Canteen operates a healthy eating policy, and the School working towards Healthy Schools status.

8 What do our pupils do after year 11?

Most of our Year 11 students stay on to follow a choice of academic pathways in the Sixth Form.

A small number of students (fewer than 10%) go to other schools for particular combinations of subjects or interests.

Following sixth form studies the vast majority of our students take up places at Higher Education institutions with some students taking a gap year before this. Please see the information in the Prospectus and on the website reagrding the destinations of our students.

What have we done in response to Ofsted?

The recent OfSTED inspection in June 2007 has said that Tonbridge Grammar School is an outstanding school. We are very proud of this report.

The School is committed to building on its existing programme of learning about diverse cultures by providing students with even more first-hand experience of such cultures and backgrounds in Britain.

A ten million pound building and refurbishment programme was begun in November 2007. The full project was completed in 2010 providing a new Sports Hall, Dance and Drama Studios, Library (LOGIC Centre), classrooms, offices and resource rooms. The old school buildings have been recently refurbished to provide improved dining areas, a 6th Form Cafe, as well as a new 6th Form area. The Art and Music departments are now housed in the refurbished building.

9 Information about our sixth form

Our results this year

We provide a highly individualised curriculum and learning experience for our students, particularly in the Sixth Form. As we have reported elsewhere in this Profile, all our A level results are consistently outstanding, and the results of our I.B. students are excellent.

As a lead subject in one of our school's specialisms, Mathematics has made a significant contribution towards securing the high achievement in examination results at TGS. This year 2 students scored 100% in their IB diplomas - only 1% of IB students across the world achieved this mark. 78% percent of our Year 13 students reached A or B grades or their equivalent at either International Baccalaureate or A level with nearly 50% at grade A. The Good Schools Guide also comments on our excellent Sixth Form results in Music, Drama and Languages.

How have our results changed over time?

Local and DCSF figures indicate that our results at A level are exceptional and the School has been ranked in the top 5% of schools in the country over the past four years. 2007 results for A2 students showed an average points score of 402.7, this is equivalent to over 3 As for every student who entered the Year 13 examinations and is in the top 1% of schools nationally (in 2005 our average was 415.1, and in 2006 it was 468.4).

The Sixth Form at TGS now has a choice of pathways through to Higher Education, with a wide range of established courses including the International Baccalaureate Diploma and traditional GCE AS and A Levels.

What have been the successes of the sixth form this year?

The School aims to educate able students from all backgrounds for life. Our highly individualised curriculum and learning experience for our sixth form students enables them to play a key role in supporting our school and community outreach projects. Sixth form students run a variety of clubs and societies, and have begun to lead sessions in our unique enrichment afternoon - Triple X - offering a range of skills to younger students from ballroom dancing to girls cricket.

The World Challenge Expedition 2010 has been preparing a group of senior students for a visit to Chile in the Summer 2010. The School has also developed links with a Sri Lankan school, and has exchanged teachers in recent years. 6th Formers led the Mathematics-Holland Team Challenge this year. Year 12 students have successfully delivered outreach programmes in ICT, languages and digital photography to our learning community.

10 What are we trying to improve in our sixth form?

We continuously strive to support students in many ways as they prepare for the challenge of life beyond TGS. OfSTED have told us that our provision in this area is 'Outstanding'.

We are committed to developing personalised and increasingly independent learning opportunities for students that support their current achievement and assist in life-long learning. We continue to review and enhance student support for application to Higher Education and careers beyond Higher Education. Our gifted students access extension courses at Villiers Park.

We are developing enrichment opportunities for students that support their personal preparation and development and aim to use student data more effectively to monitor student progress and support achievement. Opportunities outside the classroom include work experience abroad, and ambitious visits overseas but we are looking to develop further the opportunities for students to have both an international dimension to their learning and to gain more first-hand experience of diverse cultures and backgrounds in Britain.

Study facilities were recently refurbished to increase the focus on personalising learning and the use of ICT to support learning.

What do our students do after leaving the sixth form?

Almost all of our Sixth Formers go on to Higher Education and to their preferred University.

About a quarter defer their application and take a Gap Year. Students attend a wide range of Universities and a full range of subjects is studied from medicine, law, architecture and engineering, to fine art, drama, music, history, psychology and media studies.

More Information

If you would like more information about school policies, including our policies on special educational needs and disability, admissions, finance, school food and our complaints procedure, please contact us: null 01732 365125 null http://www.tgs.kent.sch.uk

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