Chesham Grammar School

From six boys and one headmaster in 1947 to over 1,300 students in 2026, Chesham Grammar School has evolved from a rare technical school into one of Buckinghamshire's leading co-educational grammar schools. Perched on White Hill at the Buckinghamshire and Hertfordshire border, the school draws families from Amersham, Berkhamsted, Hemel Hempstead, and beyond, serving as the only co-ed grammar option for many in the region. The March 2025 Ofsted inspection rated the school Outstanding in all areas, praising it as an exceptionally happy and welcoming community where pupils demonstrate deep respect for staff and each other. With GCSE results placing it 146th in England and A-level outcomes in the top 10%, academic credentials are firmly established.

The vertical tutor group system defines much of the school's distinctive character. Each tutor group contains three or four students from every year group, from Year 7 to Year 13, all within the same house. This structure means a new Year 7 student sits alongside sixth formers from their first day, creating natural mentorship and breaking down the barriers that often exist between year groups. Four houses, named Austen, Darwin, Franklin, and Shakespeare, compete throughout the year in academic, sporting, and creative challenges.

Miss Annmarie McNaney has led the school since 2015, having previously served as head of sixth form, assistant head, and deputy head. Her own sons attended CGS, giving her dual perspective as both parent and headteacher. Under her leadership, the school has maintained its Outstanding rating across an eleven-year gap between inspections, a period that saw significant physical developments including the expanded Curtis Centre for sixth formers and a new artificial pitch funded through a combination of school resources, parent contributions, and student fundraising.

The school operates within Red Kite Schools Trust, a multi-academy trust established by CGS itself in 2015. This arrangement means the school retains considerable autonomy while benefiting from academy freedoms. The ethos centres on three core values: kindness, aspiration, and respect. These are not merely displayed on walls; the behaviour policy references them explicitly, and students use the language naturally in conversation.

Inspectors in 2025 found that strong and positive relationships lie at the heart of the school's culture. Staff, parents, and pupils alike describe CGS as a wonderful community. The compact site, smaller than some neighbouring grammar schools, contributes to a close-knit atmosphere where staff know students individually.

GCSE Performance

GCSE results position Chesham Grammar among the highest-performing state schools in England. In 2024, 75% of grades were 9 to 7, with over half achieving the top grades of 9 or 8. The average Attainment 8 score of 76.7 and average GCSE grade of 7.5 demonstrate consistently strong outcomes. The school ranks 146th in England for GCSE results and 1st in Chesham (FindMySchool ranking), placing it comfortably in the top 5% of all schools. The Progress 8 score of +0.84 indicates that students make significantly above average progress from their starting points, adding over three-quarters of a grade per subject compared to students with similar prior attainment.

Every student takes six core GCSE subjects (with triple science included). The other four slots are structured for breadth: a language, a humanities subject, a creative option, plus one additional pick from food technology, textiles, engineering, or computer science. This structure ensures breadth while allowing personalisation. Approximately a quarter of Year 11 students choose drama, food technology, or engineering; around 20% take music; 15% study art; and 10% select textiles.

A-Level Performance

Sixth form results are equally impressive. In 2024, 55% of A-level entries achieved A* or A, rising to 86% at A* to B. The school ranks 162nd in England for A-level outcomes (FindMySchool ranking), placing it in the top 10% of schools nationally. Mathematics attracts the largest cohort, with approximately 120 students, followed by psychology, economics, and the sciences. Around 25 to 30 students take further mathematics alongside A-level mathematics.

Twenty A-level subjects are offered, with 20% of students choosing four subjects rather than the standard three. Over half the sixth form takes at least one science, with humanities equally popular. Approximately 60 students undertake the Extended Project Qualification each year, and around 50 study a language at A-level.

In Years 7 and 8, mathematics is taught in mixed-ability classes, with setting introduced only from Year 9. This approach reflects a belief that early streaming can limit potential. Every Year 7 student learns French, adding either German or Spanish. Languages remain compulsory to GCSE, with around 50 continuing to A-level annually.

Class sizes typically run at 28 to 30 in lower years, reducing to smaller sets for A-level teaching. The curriculum retains links to the school's technical origins, with engineering remaining a popular GCSE option and subjects like food technology and computer science featuring prominently. The bright, well-equipped food technology room exemplifies the investment in practical subjects.

Sixth formers take increasing responsibility for subject clubs, running sessions for younger students in areas like science. This peer-led enrichment benefits both parties, with older students developing leadership skills while younger ones access enthusiastic near-peers.

Around 4% of students are on the SEND register; roughly a dozen hold EHCPs. The SENCO operates a needs-led model where diagnosis is not required for support to begin. An Emotional Literacy Support Assistant works with every student on the register to create individual profiles, written in the student's own voice, which teachers use to understand specific needs. The student services area, housing the SENCO team and matron, provides a supportive bridge for those finding mainstream school challenging.

Over two-thirds of sixth form leavers progress to university, with 70% of those heading to Russell Group institutions. Birmingham, Nottingham, Manchester, Warwick, and Bristol are consistently popular destinations. In the most recent measurement period, 27 students applied to Oxford or Cambridge, with 7 receiving offers and 3 securing places. The school ranks 199th in England for combined Oxbridge success, indicating a realistic pathway for the most academically ambitious.

The remaining third of leavers pursue diverse routes. Some head to drama schools or specialist institutions; others secure degree apprenticeships with employers including Dyson, JP Morgan, and UBS as alternatives to traditional degrees. The 2024 leavers data shows 68% progressing to university, 3% to apprenticeships, 2% to further education, and 19% directly into employment.

Careers education runs from Year 7 through Year 11 as part of the school's life skills programme. The focus on destinations beyond Oxbridge reflects the headteacher's philosophy that examinations matter but should not become all-consuming, and that the skills developed through extracurricular involvement will ultimately distinguish students in competitive fields.

Entry to Year 7 is determined by the Buckinghamshire Secondary Transfer Test, commonly known as the 11-plus, administered by The Buckinghamshire Grammar Schools consortium. The test comprises two papers totalling approximately 60 minutes each, assessing verbal ability (50% weighting), numerical ability (25%), and non-verbal reasoning (25%). Children scoring 121 or above automatically qualify for grammar school consideration.

Registration for the September 2026 intake opened in May 2025 and closed in June 2025. The test itself took place on 11 September 2025, with results released in October 2025. Parents then named Chesham Grammar on their Common Application Form, submitted to their local authority by 31 October 2025, with offers issued on National Offer Day in March 2026.

Competition is fierce. In the most recent admissions cycle, 1,102 applications competed for 178 places, a ratio of 6.2 applications per place. The school draws from approximately 70 feeder primaries, with Chesham Preparatory School providing a sizeable contingent. Up to a quarter of the intake comes from outside the immediate catchment area in recent years, reflecting the school's position on the Buckinghamshire and Hertfordshire border.

The catchment area includes Amersham, Chesham, Prestwood, Great Missenden, Asheridge, Lye Green, Little Chalfont, Chalfont St Giles, Chalfont Common, Chalfont St Peter, and Gerrards Cross. Daily coach services run from Berkhamsted, Hemel Hempstead, Tring, Bovingdon, Gerrards Cross, Amersham, and Little Chalfont. The school sits at the end of the Metropolitan Line, making it accessible from Chorleywood and Rickmansworth.

Sixth form entry requires 48 points from best eight GCSEs for three A-level subjects, or 56 points for four. Grade 5 or above in English and mathematics is mandatory, plus at least grade 6 in the intended A-level subject (or a closely related one). Some subjects have specific requirements; mathematics A-level, for instance, requires a grade 8. Around 40 external students join annually, though the sixth form is also oversubscribed.

Open evenings for September 2027 Year 7 entry are scheduled for July 2026.

The vertical tutor system serves pastoral as well as academic purposes. Each tutor group meets daily and remains constant throughout a student's time at CGS, from Year 7 to Year 13. This continuity means tutors develop deep knowledge of their students, and younger pupils have older role models within their immediate group.

For concerns, students can approach their head of year. An online reporting tool called Tootoot allows anonymous reports, and a physical student box provides another avenue for raising issues. A counsellor is present every day, with referrals coming from heads of year, the matron, parents, or self-referral.

A group of Year 12 students, trained by Bucks Mind, run daily drop-in sessions offering informal peer mentoring, lunch, and games. This initiative provides an accessible first point of contact for students who might hesitate to approach staff. In 2024, the school appointed its first EDI student senior leader, who launched a storytelling initiative drawing on The British (Benjamin Zephaniah).

Mobile phones are not permitted for students in Years 7 to 11 at any point during the school day. Sixth formers may use devices in the Curtis Centre only, including the outdoor area, cafe, and study rooms.

The school welcomes parental questions and concerns, maintaining open communication channels. Parents report that uniform expectations are sensible, reasonably priced, and smarter than many alternatives, particularly in sixth form.

Sport

Sport occupies a central position in school life. The PE department comprises seven qualified teachers who emphasise both athletic development and character formation. Football, rugby, and cricket are offered for both boys and girls, alongside rounders and netball for girls. The wider menu includes badminton, basketball, tennis, lacrosse, volleyball and gymnastics.

Between 15 and 20 fixtures run weekly during term time, with A through D teams ensuring every interested student gets competitive experience regardless of ability level. Football is highlighted as a particular strength by both parents and pupils. The new artificial pitch, funded through collaborative fundraising, has enhanced training and fixture capacity. Dedicated facilities for tennis, squash, and table tennis provide specialist options.

Sixth formers completing a sports leadership programme during summer take on roles running clubs for younger students upon their return. The school supports students pursuing high-level sport outside school, showing flexibility with academic demands where necessary.

Creative Arts

Annual school productions take place at the local Elgiva Theatre, providing a professional venue for student performers. Music concerts, house competitions, and a technical theatre club add further performance opportunities. Years 7 to 9 receive music lessons, with approximately 15% of students taking individual instrumental tuition each week.

Ensemble options range from the symphony orchestra to smaller groups. Around 15% take art at GCSE, while roughly 10% choose music, drama or textiles at GCSE. A-level cohorts are typically around 10–15 for drama and music, with art and photography also in that range.

Clubs and Enrichment

The lunchtime and after-school club programme covers everything from chess to flight simulation, robotics to public speaking. The CGS Equestrian Club caters to horse riders. The school hosts its own tennis and squash club and table tennis centre, providing facilities beyond what many state schools can offer.

Duke of Edinburgh participation is substantial, with approximately 180 students enrolled annually. Most of Year 10 completes the Bronze award, with around 25 students from Year 12 pursuing Gold. International trips include visits to Iceland, German markets, and Cambodia. Domestic excursions to Berlin and Westminster Abbey broaden horizons beyond the Chilterns.

In January 2026, CGS was selected as one of just six schools nationally for the House of Lords Environment programme, recognition of the school's engagement with contemporary issues.

STEM

Technical subjects have remained integral since the school's founding as Chesham Technical School in 1947. Engineering is a popular GCSE choice, and the robotics club maintains the practical, hands-on ethos of those early years. Computer science features at both GCSE and A-level.

The school day runs from 8:40am to 3:05pm. The site is accessible via coaches from multiple surrounding towns and by Metropolitan Line to Chesham station. Car parking is limited; the school encourages public transport and coach use where possible. Parents of students doing high-level sport outside school report that the school is exceptionally supportive in accommodating training and competition schedules.

Competition for places is intense. With over six applications for every Year 7 place, and the sixth form also oversubscribed, securing entry requires both academic ability and strategic preparation. The tutoring industry has built substantial business around 11-plus preparation in this area, and while the school does not officially encourage tutoring, the stakes create a culture where preparation is widespread.

The site is compact. Unlike some grammar schools with extensive grounds, CGS operates on a smaller footprint. The school maximises its space effectively, but families expecting sprawling playing fields may need to adjust expectations.

Peer group adjustment is real. Students arrive having typically been at the top of their primary school classes. Finding themselves among equally capable peers requires psychological adjustment. The vertical tutor system helps by placing students alongside older mentors, but the transition can still challenge some children's self-image.

Grammar school ethos is explicit. Buckinghamshire retained selective education when most of England moved to comprehensive systems. Families choosing CGS are opting into an academically selective environment where high expectations are the norm. Those seeking a less pressured approach should consider this carefully.

Chesham Grammar School combines the academic rigour expected of a selective grammar with a genuinely warm community atmosphere. The vertical tutor system creates connections across year groups that larger schools often lack. Results are exceptional, with GCSE and A-level outcomes placing the school in the top 10% nationally, while the Progress 8 score demonstrates that achievement reflects teaching quality rather than simply selective intake. The Outstanding Ofsted rating in all areas, achieved in March 2025, confirms that the school's own high self-regard is justified.

Best suited to academically able children who will thrive on challenge and enjoy the varied opportunities beyond the classroom. The co-educational environment distinguishes CGS from single-sex alternatives in the area, and the location on the Buckinghamshire and Hertfordshire border makes it accessible to families who might otherwise face difficult choices between counties. The main challenge remains securing a place through the highly competitive admissions process.