Dr Challoner's Grammar School Review 2026: Four Centuries of Selective Excellence

On 27 March 1624, Robert Chaloner, a Doctor of Divinity and Rector of Amersham, instructed his friends to "erect a free gramar schoole" in his will. Four hundred years later, his founding vision persists in a school that ranks 140th in England for GCSE outcomes and 105th for A-level results, placing it firmly in the national top tier (FindMySchool ranking). The 1,368 boys and girls at Dr Challoner's Grammar School experience an education steeped in four centuries of history yet oriented toward the futures they choose. Outstanding-rated by Ofsted in 2024, this selective state grammar school for boys (with a co-educational sixth form) combines academic rigour with a genuine commitment to character development. Nestled in Amersham, Buckinghamshire, the school's red-brick campus echoes Victorian permanence, while its recent investments in a new sixth form centre, refurbished music block, and state-of-the-art science laboratories signal a modern institution at ease with change.

Challoner's announces itself through tradition married with dynamism. The school celebrates Founder's Day each year, when boys and staff journey to St Mary's Church in Old Amersham to honour Robert Chaloner's legacy. Yet walk through the gates at drop-off and you encounter something more pressing: the purposeful energy of 1,300+ students moving between lessons with genuine enthusiasm. The Ofsted 2024 report captured this acutely, noting that pupils and staff "live and breathe the school's values of aspiration, kindness and resilience," creating "a vibrant, happy and inclusive school where academic rigour and personal development are equally important."

The school operates a house system of six houses—Foxell, Holman, Newman, Pearson, Rayner, and Thorne—named after former headmasters. The system re-established in 2004, creates smaller communities within a large school. Houses compete fiercely in annual competitions combining sports, music, drama, and intellectual challenges, culminating in Sports Day each June. This creates the texture of daily life here: boys develop identity within their house whilst belonging to a broader whole school community.

David Atkinson, Headmaster since 2016, embodies continuity with purpose. Recruited from Oxford in 1996 as a geography teacher, he went on to roles including head of department, then director of sixth form, and later deputy head before taking up his current post. The 2024 inspection praised his leadership explicitly, noting that sixth-form students are "impressive embodiments of the school's values." Atkinson still teaches Year 7 geography, a choice that signals accessibility and genuine engagement with teaching. The Ofsted team also commended staff subject knowledge, noting that teachers "benefit from high-quality professional development," a signal of sustained investment in teaching quality.

GCSE Results

Challoner's grammar status is earned, not merely claimed. In 2024, 55% of GCSE entries achieved grades 9-8, and 75% achieved grades 9-7. The Attainment 8 score of 77.5 reflects consistent strength across the breadth of the curriculum. These figures place the school 140th for GCSE outcomes (FindMySchool ranking), sitting within the top 3% of schools in England. For local context, the school ranks 2nd in Amersham, demonstrating dominance in its immediate area.

The Progress 8 score of +1.18 indicates exceptional progress. This figure—measuring how far pupils have progressed from their starting points at age 11 compared to in England similar pupils—shows that Challoner's adds substantial value. Pupils arrive as selective grammar school entrants and leave having made progress beyond what peers in comparable selective cohorts achieve. The English Baccalaureate (EBacc) take-up reflects the school's science and languages specialism: 79% of pupils achieved grade 5 or above in this broad qualification, well above the England average.

A-Level Results

The sixth form, co-educational since 2016, achieves at equally high levels. At A-level, 28% of grades awarded were A*, a further 34% A, and 85% combining A*-B. Ranked 105th in England for A-level outcomes (FindMySchool ranking), the school places in the top 4%. For a state school, these figures are exceptional. Subject breadth reflects the school's designation as both a Science College and Language College: 26 subjects are available at A-level, spanning sciences (including Further Maths), languages (French, German, Spanish, plus Latin and Classical Greek), humanities, and performing arts.

University Destinations

In the 2023-24 cohort, 79% of leavers progressed to university, whilst 13% entered employment and 2% started apprenticeships. Beyond raw percentages, the quality of destinations reflects the school's academic positioning. The school ranks 31st in England for Oxbridge success (FindMySchool ranking), having achieved 24 acceptances in the measurement period: 21 to Cambridge and 3 to Oxford. This positions Challoner's among the most successful state schools in England for Oxbridge progression. Beyond Oxbridge, leavers secure places regularly at Russell Group universities including Imperial College, Durham, Edinburgh, Bristol, and Warwick. The school actively supports candidates for highly selective university courses, offering dedicated support for entrance tests (STEP, TSA, AEA) and mock interviews through specialist departments.

Grammar school entry at 11+ ensures a selective cohort, yet teaching here acknowledges the variety of learner needs within that cohort. The 2024 Ofsted inspection noted that staff have "very strong subject knowledge" and emphasised the quality of professional development available. Classes at Key Stage 3 focus on depth of understanding rather than superficial coverage. The standard timetable allocates substantial time to core subjects: six hours weekly to English, mathematics, and science each, supplemented by humanities, languages, computing, religious studies, art, design technology, and physical education.

At GCSE, all pupils study English Language, English Literature, mathematics, and sciences (either as separate Biology, Chemistry, and Physics, or as combined science). The curriculum structure reflects the school's selective character without narrowness: pupils choose option subjects with teacher guidance, creating individualised pathways. The school emphasises intellectual curiosity and independent thinking. Extended projects and extended thinking opportunities appear across departments, preparing pupils for the intellectual demands of sixth form and university.

The sixth form curriculum emphasises both breadth and depth. Students typically study three A-levels, though talented mathematicians and musicians may take four. The school provides two hours of games weekly for all Year 12 students, drawing from badminton, climbing, cricket, football, hockey, netball, rugby, softall, spinning, table tennis, tennis, weight training, and yoga. This ensures physical activity remains embedded rather than optional. The Extended Project Qualification (EPQ) offers sixth formers the opportunity to research a topic of personal choice—whether a subject unavailable within the school curriculum or an area of pure personal interest. This is highly valued by universities as evidence of independent intellectual initiative.

The extracurricular programme at Challoner's distinguishes the school fundamentally. This is the longest and deepest section of any review because breadth and quality of opportunities define the school's genuine character.

STEM Excellence

The Robotics programme, founded in 2015, competes at national and international levels. In 2017, the school's team entered the Student Robotics competition (led by the University of Southampton) and won two awards. The following year, in PiWars 2018 (a robotics competition using Raspberry Pi computers, hosted at the University of Cambridge), the Challoner's team won the entire competition, with podium finishes in the majority of challenges. This demands sustained technical expertise and genuine innovation from pupils who combine this with full GCSE and A-level programmes.

Model United Nations stands as one of the school's defining activities. Almost entirely student-led, the school's teams travel to international conferences including HABSMUN (Heathrow Academy British Schools MUN) and LIMUN (Leiden International Model United Nations). The track record is striking: at LIMUN 2017, over half of the 16 Year 12 students attending won individual awards, and the full Challoner's delegation won the conference overall. In 2017, the society won the 'We Made a Difference Award' in the Speaker's Schools Council Awards, recognition of genuine impact. In January 2018, the school hosted Challoner's MUN, its own conference, attended by over 130 students from 11 schools and organized by a 13-student executive team. This represents one of the largest student-led undertakings in the school's history. Students develop diplomacy, negotiation, and geopolitical literacy—skills no exam board assesses yet universities and employers highly value.

Computing and technology clubs extend STEM engagement. The school offers coding opportunities, and specialist clubs in engineering and medics societies prepare sixth formers considering STEM degrees. Young Enterprise allows pupils to form companies with peers from across schools, developing entrepreneurship alongside academic work.

Drama: Theatre as a Central Art

Drama operates at remarkable scale and sophistication here. The school maintains two performance spaces: the main school hall equipped with an extensive professional lighting rig and sound system for large-scale productions, and a studio theatre designed to professional standards for intimate performances. Recent major productions illustrate the ambition. In 2025, the school staged Footloose: the musical, following previous productions of We Will Rock You, 42nd Street (a major American musical requiring elaborate choreography and costume), and even a junior production of The Lion King featuring 1,000+ audience members across multiple nights. The school music department, led by specialists including Mr Tansley, collaborates with Dr Challoner's High School (the partner girls' grammar school in Little Chalfont) on these larger productions, creating cross-school ensembles of 80+ cast members.

A senior play has been staged annually since the 1920s—a continuous tradition spanning a century. Recent productions have included The Tempest (Shakespeare), All My Sons (Arthur Miller), and The Outsiders (adapting the YA classic). Year 10 pupils undertaking enrichment take a Performing Arts BTEC, either as performers, producers, directors, or designers, developing professional-level skills. The school employs dedicated drama teachers and benefits from alumni who return to direct productions, strengthening the intergenerational culture of theatre-making. Stage, sound, and lighting crews are essential parts of this ecosystem, with trained student technicians handling professional equipment under rigorous health and safety protocols.

Music: Ensembles and Breadth

Music flourishes across the school, bridging classical and popular repertoire. The school's music groups collaborate with Dr Challoner's High School, creating joint choirs, orchestras, and notably the Swing Band—groups that tour and perform within the community. The school also maintains its own ensembles, including the 1624 Brass Quintet (named after the founding year) and the Sixth Form Chamber Choir. Specialist music tuition is available; around one-quarter of students receive instrumental lessons. The school also marked its 400th anniversary with a thanksgiving service at St George's Chapel, Windsor, where organist Alex Flood (an Old Challoner and now professional organist) accompanied performances from the School Choir, brass ensembles, and chamber groups. This event connected the school's heritage with its living culture.

A newly refurbished music block provides dedicated teaching and rehearsal spaces, signalling institutional investment in music as a serious discipline. The Ofsted 2024 report, whilst focusing primarily on the core curriculum, implicitly recognized arts engagement as integral to the school's character.

Sports: Competitive Excellence Across Disciplines

Cricket, traditionally the flagship sport, has flourished in the past decade. Junior teams have won the Buckinghamshire Cup multiple times and reached the semi-finals of the national championships. The 1st XI competes against increasingly strong fixture lists with improving results year-on-year. The school undertakes biennial tours to the Caribbean (typically to St Kitts and Nevis) for Under-14 and Under-15 teams—an investment in experience and development not routine in state schools. A relaid cricket square and new pavilion (reflecting headmaster enthusiasm for the sport) have raised the standard. The Centenary Sports Pitch, constructed in 2005 to mark 100 years on the current site, and a large astroturf pitch provide the physical infrastructure.

Football, rugby, hockey, netball, athletics, tennis, and cross-country constitute the broader programme. Sixth form girls, admitted since 2016, compete in hockey, netball, football, and rowing. The school's rowing programme, though less visible than cricket, represents serious commitment: students compete in the local Thames-based fixtures and represent the school in regional and national events. Swimming, badminton, climbing (with access to climbing walls), yoga, spinning, and weight training offer options for diverse physical interests. Sport for all remains the principle, yet elite pathways exist for those demonstrating exceptional ability—a balance that ensures both participation and excellence.

Other Societies and Leadership

Duke of Edinburgh Award runs to Gold level, with programmes offering adventure, cultural capital, fun, personal growth, and preparation for independent living. The UK Sailing Academy partnership provides water sports access. The Debating Society, one of the oldest clubs (dating from the 1950s), has staged collaborative events with Dr Challoner's High School, maintaining a tradition of formal debate and rhetoric. The Islamic Society has developed noticeably in recent years, hosting events including Iftar suppers during Ramadan. The Gardening Club represents ecological and horticultural interest. Sixth formers take on leadership roles as School Captains, Senior Prefects, House Captains, and mentors, with structures ensuring meaningful responsibility and genuine impact on younger pupils' experience.

This is a state grammar school, meaning entry is selective at 11+ and 16+, but free of tuition fees. Entry to Year 7 depends on passing the Buckinghamshire Secondary Transfer Test (commonly called the 11-plus), administered in September of Year 6. The qualifying score is 121 out of 141. Children passing this threshold are then placed according to their school's admissions criteria. The school's catchment area covers Amersham, Chesham, Chalfont St Giles, Chalfont Common, Gerrards Cross, Great Missenden, and Prestwood.

In recent admissions cycles, the school has received approximately 3.5 applications per place. This signals strong demand. Students achieving the qualifying score who live within the catchment area, or are siblings of current students, have priority. A small number of places (up to 12) are reserved for looked-after/previously looked-after children or pupil premium pupils who scored just below the threshold (115+). The filtering system is transparent: places are not ranked beyond the qualifying score; distance and sibling status determine allocation for those who pass.

For sixth form entry at Year 12, students may enter from within the school or externally. Internal progression is not automatic; sixth form entry requires specific GCSE grades (typically grade 6+ in A-level subjects). External applicants from other schools are welcome and follow a similar grade-based criterion. The sixth form welcomed girls from 2016 onward, fundamentally changing the social and academic culture of Years 12-13.

Parents considering entry should note the entrance test demand. The Buckinghamshire Secondary Transfer Test is designed to be difficult; children scoring 121+ represent approximately the top 10-15% of the age cohort. Many families undertake external tuition to prepare; this is commonplace in selective areas. The school does not recommend tutoring but acknowledges its prevalence. Parents should assess their child's readiness honestly and prepare accordingly.

The house system provides the foundation of pastoral oversight. Each house has a dedicated Housemaster/Housemistress responsible for pupil wellbeing. Tutor groups of around six pupils have a form tutor who knows each student individually and monitors academic progress and social adjustment. The 2024 Ofsted inspection noted that "pupils are very proud of their school" and "enjoy learning and their behaviour is excellent, both in lessons and during social time." Bullying is reported as extremely rare, and when concerns arise, staff respond swiftly.

Sixth-form students are "impressive embodiments of the school's values," taking on mentoring and support roles with younger pupils. This peer support culture matters: pupils feel genuinely cared for and supported in academic struggle. The school employs specialist staff for mental health and emotional support, whilst the SENCo coordinates provision for pupils with special educational needs. Fewer than 10% of the school population require SEN support, reflecting the selective grammar intake, yet the school maintains clear pathways for pupils who develop needs during their time here.

The school operates on a standard secondary calendar. School days begin at 8:50am and conclude at 3:20pm for main school pupils, with slightly different timings for sixth form. Transport by public bus and train is feasible from much of the catchment; Amersham Station, built in 1892, enables commuting from wider areas. The school site is accessed from Chesham Road, Amersham.

There is no boarding provision; all pupils are day students. Lunch is served in the school dining hall; the sixth form has access to Social Kitchen, a café run by Aspens within the new sixth form centre, offering food choices beyond traditional school meals. Breakfast club and after-school support are available for younger pupils with specific needs, though the school does not advertise formal wraparound care; parents should enquire directly about availability.

Uniform is required through Year 11; sixth form dress follows a smart-casual code. Mobile phones must remain in lockers throughout the school day—a rule enforced strictly with one-week confiscation as the minimum sanction.

Entrance pressure is genuine. The 11+ examination is competitive and rigorous. Families should have realistic expectations about their child's score and be prepared for possible rejection. Many local families invest in tutoring; this is a cultural norm in selective areas. If your child passes but narrowly, settling into a cohort of top-performing peers may feel challenging initially.

Sixth form co-education is recent. Girls were admitted only in 2016. While the school has clearly integrated girls successfully (they excel academically and participate fully in activities), the culture is still predominantly boys in the main school. Families considering a highly co-educational environment from age 11 might prefer the partner Dr Challoner's High School for girls, which offers the same academic standard and extensive opportunities.

The selective intake shapes everything. This is not a school for all: it serves the academically able within its catchment area. Whilst the school supports pupils with learning needs and SEN, the pace and expectation are calibrated to selective ability. If your child is borderline for the 11+ or struggles with academic pressure, this environment may be stressful.

Distance matters. The catchment is defined and reasonably tight. Living within the named areas (Amersham, Chesham, etc.) significantly improves prospects. Families outside these boundaries but hoping for entry should understand they face additional competition.

Dr Challoner's Grammar School delivers first-class education grounded in selective excellence, with genuine pastoral care and extraordinary extracurricular breadth. The 2024 Ofsted rating of Outstanding, combined with top 3% GCSE rankings and exceptional A-level results, confirms consistent academic quality. The school's drama, music, robotics, and Model UN programmes are not mere additions but integral to school culture, offering pupils genuine outlets for creativity, leadership, and civic engagement. Four hundred years of history have instilled a sense of continuity and purpose; recent investment in buildings and staffing signals confidence in the school's future.

Best suited to academically able pupils within the catchment area whose families can navigate selective entry processes and support their child through sustained academic challenge. For such families, Challoner's offers genuinely exceptional value: a state school delivering outcomes and opportunities comparable to independent schools, without fees. The main barrier is entry; once admitted, the education is extraordinary.