Tunbridge Wells Grammar School for Boys

What Ofsted said

From the inspection on 17 March 2026

Pupils enjoy their learning and thrive at this school. Attendance is well above the national average and pupils are keen to take advantage of every day. Pupils approach learning with enthusiasm, as do students in the sixth form. Pupils rise to leaders' high expectations and ambitious curriculum. They take full advantage of what the school offers for their academic studies and in their extra-curricular activities. They achieve high standards in important areas such as literacy and numeracy, alongside a wide range of subjects. Outcomes in public examinations are well above the national average by the end of Year 11 and in the sixth form. Pupils from disadvantaged backgrounds, those with special educational needs and/or disabilities, and those with other barriers to learning achieve as well as their peers. Pupils and students in the sixth form benefit from knowledgeable teachers, who build their knowledge securely over time. Teachers are usually skilled at teaching new material. They check how well pupils learn and put appropriate support in place for those who need more help. As a result, pupils make secure and consistent progress. Leaders are ambitious for pupils' next steps beyond school. Pupils receive very helpful advice and guidance so that their high levels of achievement are used to best effect. They go on to well-chosen next steps. Pupils feel safe and very well looked after. They welcome the school’s high expectations for behaviour, working hard in lessons and following expected routines. Teachers quickly sort out the very rare cases of poor behaviour or bullying. Pupils develop great strength in the skills needed for life in modern Britain. They are respectful of each other and enthusiastic in taking on leadership roles and work in the community. Girls are welcomed in the sixth form and are treated with respect by the school community. They experience the same sense of belonging as others.

What the school should improve

• Leaders should strengthen further the support for pupils with special educational needs and/or disabilities by ensuring teachers have a detailed understanding of pupils' needs and the strategies to use to remove barriers, that they apply consistently and review regularly.
• Leaders should ensure the best practice in how teachers check pupils’ understanding of new learning and tackle any misconceptions is consistent across the school.

Read the full Ofsted report (opens in a new tab)