KEVI Handsworth Grammar School for Boys Review 2026: Selective excellence built on 160 years of tradition

For 160 years, king, edward, vi, handsworth, grammar and school has occupied its Grove Lane campus in Handsworth, building an identity as Birmingham's oldest surviving selective state grammar school. Under the leadership of Headmaster Mr Tim Johnson, appointed in April 2024, the school educates around 1,000 boys aged 11-16, welcoming girls into its co-educational sixth form since 1997. The school's most recent Ofsted inspection in April 2024 awarded an overall rating of Good, while recognising outstanding performance in Quality of Education and Personal Development. For grammar school entry, the school ranks 425th in England for GCSE performance (FindMySchool ranking), placing it in the top 10% nationally and among the highest-performing selective state secondaries. Academic selectivity is fierce: around 1,114 applications compete for just 150 Year 7 places annually, making this a school where entrance demands careful preparation. The sixth form enrols approximately 280 students, with nearly a third arriving from other schools and about one quarter being female.

The school maintains a notably traditional grammar school character despite its evolution. Boys wear academic robes, the house system forms the backbone of pastoral life, and staff emphasise high expectations of dress, punctuality and behaviour. This deliberate formality is part of the school's identity: senior leadership describes it as setting them apart from other post-16 providers and they make no apologies for this approach. The five houses — Henry, William, Nelson, Galahad and Alfred — create a community within a community, with house competitions and events woven throughout the year.

Academically, the atmosphere is one of ambition. Teachers hold strong subject expertise, lessons are structured around rigorous concepts, and intellectual rigour is expected. The school's values of community, aspiration, respect, endeavour and service appear throughout daily life. Senior staff have invested heavily in sixth form facilities, with students having access to a purpose-built modern Sixth Form Centre offering dedicated IT and learning resources alongside specialist mentoring and support.

The school's location in Handsworth, just off the A41, offers practical accessibility despite limited on-site parking. The campus blends heritage architecture with modern facilities, including a sports hall for indoor activities and playing fields at Romilly Avenue for outdoor sport. The school has published a history spanning its founding period through to the 1950s, and this sense of institutional memory — including the Handsworth Old Edwardians' Society running since the turn of the 20th century — remains part of the school's identity.

GCSE Performance

At GCSE, the school achieved strong outcomes in 2024. The average Attainment 8 score was 72, well above the England average of approximately 46 across secondary schools. The Ofsted report highlighted outstanding quality of education, contributing to students' measurable success. For context, 71% of leavers from 2024 progressed to university, with the remainder securing apprenticeships or employment.

The school ranks 425th in England for GCSE performance (FindMySchool ranking), placing it in the top 10% nationally. Locally, it ranks 13th among Birmingham secondary schools. This consistent top-tier performance reflects both selective entry (only the highest scorers in the entrance test are admitted) and sustained academic drive.

Progress 8 measures value-added from pupils' starting points. The school's Progress 8 score of +0.78 indicates pupils make above-average progress from their Key Stage 2 baselines, suggesting effective teaching and consistent challenge throughout Key Stage 4.

The English Baccalaureate (EBacc) combines English, Mathematics, a science, a language, and humanities. Some 31% of pupils achieved grades 5 or above across all EBacc subjects, with an EBacc points score of 6.35. This reflects the school's push for breadth alongside depth, encouraging pupils to maintain languages and sciences alongside humanities choices.

A-Level Performance

The sixth form operates separately under its own academic and pastoral structures. At A-level, the school achieved strong results, with 60% of grades at A*-B and 9% at A*. These figures reflect the calibre of entry, selective progression requirements, and university-minded teaching. The school ranks 644th in England for A-level performance (FindMySchool ranking), placing it in the top 25% nationally — a healthy position reflecting strong upper-sixth outcomes feeding into competitive university admissions.

Across the combined GCSE and A-level metrics, the school sits comfortably within the National Strong performer tier (top 25%), a position sustained over multiple years.

The curriculum follows a traditional academic structure with defined specialisms by Key Stage. Mathematics, English and Sciences form compulsory pillars throughout. Pupils choose from Languages (French, German, Spanish), Humanities (History, Geography), Social Sciences (Business Studies, Economics, Law), and creative/technical options (Art & Design, Design & Technology, Music, Computer Science).

Teaching is rigorous. English department literature sessions include weekly reading sessions in a dedicated Reading Room, fostering volitional reading for pleasure. The Lit Society meets weekly to explore texts beyond the syllabus, with external competitions yielding publication success for over 100 Year 7 pupils in recent years. Mathematics and Sciences emphasise deep conceptual understanding, with subject competition participation (Physics Olympiad, RSC competitions, Salters Chemistry Club) open to motivated pupils. Computing and Design & Technology engage students in solving real-world problems using industry-standard equipment.

The school's curriculum philosophy centres on knowledge-richness and conceptual clarity rather than generic skills. Each department structures learning around core concepts, building systematic understanding. Teaching staff hold strong specialist credentials, and pupil feedback indicates clarity of explanation and high expectations.

Enrichment is integral. Year 7 pupils have access to weekly library reading sessions. Across all key stages, academic societies meet during lunch and after school, from the Historical Lunar Society (sixth form mathematics extension) to the Philosophy & Ethics Debate Club. The school runs an inter-form quiz during breaktime, celebrating intellectual effort across the cohort.

At age 16, boys leave and pupils enter the sixth form through either internal progression or external application. The sixth form is the only co-educational part of the school, welcoming female students from other schools and enhancing the post-16 experience.

From the 2024 cohort (146 sixth form leavers), 71% progressed to university, 10% entered employment, 3% began apprenticeships, and 1% pursued further education. These figures reflect a school where university progression is the norm but not the only valued outcome.

University destinations are prestigious. One pupil secured an Oxbridge place in 2024 (combined Cambridge and Oxford total). Beyond Oxbridge, leavers progress to Russell Group and other selective universities including Durham, Bristol, Exeter, Edinburgh and Warwick. The school reports consistent success in competitive courses including Medicine, where 18 pupils from recent cohorts secured places.

The sixth form invests heavily in university preparation. Year 13 students benefit from Careers Guidance tailored to university application cycles, with mock interviews offered for Medicine, Dentistry and Veterinary Science applicants. Alumni return for careers talks and university insights, and enrichment days bring in speakers from diverse professions. The school's Own Legacy Programme encourages sixth formers to volunteer with local care homes, homeless charities, and community initiatives, building maturity and social awareness alongside academic pursuit.

Extracurricular life is central to school identity. The school publishes a termly activities timetable, rotating offerings to provide breadth. Participation is expected, particularly for sixth formers who are encouraged to lead younger students. Senior pupils frequently run clubs, mentoring younger cohorts and sharing specialist knowledge.

Music: A Defining Strength

Music is embedded throughout. The Lower School Choir meets during lunch, recruiting young singers into ensemble culture. The Orchestra and Jazz Band meet after school and participate in school events and external competitions. Musicians access instrumental lessons in all major instruments, and the school maintains links with music providers. Annual school productions, held in collaboration with King Edward VI Aston School, involve orchestral accompaniment, full costume and lighting, demonstrating serious theatrical ambition. The combined productions draw on school talent and create a sense of occasion.

Drama & Performing Arts

Drama extends beyond formal productions. The Creative Sanctum operates as a Year 10-11 space for collaborative art projects, while the Artful Dodgers serves Key Stage 3 pupils seeking informal drama and creative expression. Drama competitions and inter-house performance events run throughout the year, and students benefit from visiting professional theatre companies and regular trips to live performances.

Sport: Facilities and Competitive Pathways

Sport occupies a significant place. A sports hall serves indoor needs, while pitches at Romilly Avenue support outdoor fixtures. Football is organised by year group (Year 7, Year 8, KS4/KS5 sides), with competitive league participation. Badminton, Table Tennis, and Basketball clubs offer recreational and competitive pathways. Duke of Edinburgh Award runs to Gold level, and extracurricular sporting provision rotates termly. Teams represent the school in major sports across all age groups, and fixture participation is high.

Academic & Intellectual Pursuits

Beyond traditional subjects, intellectual curiosity is nurtured through focused societies. The Salters Chemistry Club (KS3) and RSC Competitions preparation (KS4/KS5) engage chemistry enthusiasts in advanced problem-solving and external challenges. The KS5 Historical Lunar Society meets fortnightly, extending mathematical thinking through history and philosophy of mathematics. Physics Olympiad and Cambridge University competitions preparation runs for advanced sixth formers, building competitive mathematics and problem-solving skills. The Philosophy & Ethics Debate Club meets during break, fostering rigorous reasoning and public speaking.

Technology & Innovation

Computing Club meets after school, with pupils engaging in programming, digital design, and problem-based projects. Art open door sessions run before school daily, inviting students to drop in for drawing, painting, and portfolio development. Design & Technology projects are integrated into curriculum, but lunch and after-school sessions allow deeper exploration of specialist interests.

Community & Enrichment

Sixth form students complete the Legacy Programme, volunteering with local care homes, retirement communities and homeless support services. This structured volunteering encourages maturity and civic engagement. House competitions run throughout the year, organised by sixth form house captains and year captains, creating inter-house rivalry and participation across all year groups. The school actively fundraises for registered charities, with sixth formers helping to coordinate campaigns.

Chess Club meets daily at break, with players of all abilities. Year 10 Study Skills sessions support pupils managing GCSE workload, providing structured revision support. Homework Club operates after school throughout the week in the library, offering supervised study space and peer support.

Trip opportunities extend learning beyond school. Year 9 residentials at Whitemoor Lakes in Staffordshire offer outdoor pursuits and team-building. Ski trips run biennially for Years 10-13, recently including trips to New England and Quebec. Subject-based trips to the Rhineland (German), Paris (French), and Battlefields (History) connect classroom learning to real-world context. The Whitemoor Lakes programme specifically engages Year 9 pupils in choosing their residential, allowing autonomy and adventure.

Entry to Year 7 is through the West Midlands Grammar Schools Entrance Test, administered jointly by eight selective grammars in Birmingham. Entry is entirely selective: only pupils achieving the required qualifying score are considered for places. In 2024, the minimum qualifying score was 205 out of a possible higher mark, though this threshold varies annually and is set after the test date.

Competition is severe. Around 1,114 pupils applied for the 150 Year 7 places available in 2025, giving a subscription ratio of 7.43 to 1. This means all qualified candidates exceed the school's available capacity, so prioritisation criteria apply beyond raw test performance. Looked-after children and pupils eligible for free school meals within the catchment area receive priority, followed by distance from school. The school note that tutoring is nearly universal among candidates, despite recommendations that it is not necessary. Families should expect intensive preparation, and discuss realistic chances based on mock test performance.

Applications are made through the Local Authority Common Application Form, submitted by 31 October for September entry. Families must also register for the entrance test through the Grammar Schools in Birmingham website. Results are released in mid-October; offers follow in March. Sixth form entry requires strong GCSE performance and application; the school publishes entrance requirements (e.g., grade 6 in key subjects) and interviews shortlisted candidates. External applications to sixth form are welcomed, bringing fresh perspectives and roughly one-third of each cohort.

The house system forms the emotional architecture of the school. Each boy is assigned to one of five houses, which remain consistent throughout his time at school. Houses hold assemblies, organise inter-house competitions, and provide a sense of belonging. House Captains (sixth formers) and Year Captains take leadership roles, with oversight from a Head of House.

Class form tutors meet pupils daily, providing first-line pastoral support. Sixth formers benefit from dedicated Sixth Form staff and a Deputy Headteacher responsible for post-16 welfare. The school emphasises high personal standards: uniform must be worn correctly, punctuality is non-negotiable, and attendance is tracked closely. These structural expectations are presented as part of grammar school identity rather than punitive measures.

Mental health and wellbeing provision includes trained counsellors and safeguarding staff. The school publishes dedicated wellbeing pages with guidance for parents and students. Behaviour is described as good, with low incidence of serious incidents. The positive school climate reflects strong leadership, consistent expectations, and a sense of shared purpose.

School hours run from 8:50am to 3:20pm Monday to Friday. There is no wraparound care or breakfast club published on the school website; families should check directly with the school for any extended services. Transport is primarily via public bus routes serving the Handsworth area; the school notes limited on-site parking and recommends public transport or walking where possible. The nearest bus stops are accessible from Grove Lane.

School meals are provided through the catering service, and pupils have daily lunch in the dining hall. Free school meals are available to eligible families. Uniform is required: blazer, tie, and formal dress are specified, with PE kit for sports lessons. The school publishes a uniform supplier list and maintains high standards in appearance.

Entrance intensity: This is a selective school with extremely limited places. Around 1,114 pupils compete for 150 spaces, and tutoring is nearly universal despite the school's recommendation against it. Families should prepare thoroughly and be realistic about chances based on mock test performance and school feedback. Even qualified pupils may not secure a place due to competition.

Traditional culture: The school maintains formal expectations around uniform, punctuality and behaviour that reflect its grammar school heritage. Boys are expected to wear academic dress, observe single-sex education until sixth form, and meet high personal standards. Families uncomfortable with this formal approach should consider comprehensive alternatives.

Sixth form selectivity: Progression from Year 11 to Year 12 is not guaranteed. Pupils must meet published entrance requirements (typically GCSE grade 6 or above in core subjects) and be interviewed. Around one-third of each sixth form cohort join from other schools, creating competitive entry.

Academic pace: The curriculum moves quickly and expectations are high. Pupils who struggled to keep pace in primary school, or who do not thrive in competitive academic environments, may find sustained pressure challenging. This is a school for pupils who engage with intellectual challenge and want to work hard.

King Edward VI Handsworth Grammar in Birmingham delivers first-class academic education within a traditional grammar school framework. Strong GCSE results (top 10% in England), impressive A-level outcomes, and consistent university progression (71% to Russell Group and beyond) demonstrate genuine educational quality. The school makes no apologies for formality, selectivity or high standards, and families who value this clarity will find much to respect. Headmaster Mr Tim Johnson, appointed in 2024, is building on a foundation of 160 years of institutional strength.

This is a school best suited to academically able boys (and girls in sixth form) who thrive under clear structures, value intellectual rigour, and are willing to commit to sustained study. The main barriers are entrance competition — with odds of roughly 1 in 7 for qualified candidates — and the need for intensive preparation. For those who secure a place, the educational experience is genuinely strong and highly regarded across the region.